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Developing Student-Teachers' Interactional Competence through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction

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Title: Developing Student-Teachers' Interactional Competence through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction
Language: English
Authors: Olcay Sert (ORCID 0000-0001-7513-2399), Annaliina Gynne (ORCID 0000-0003-1993-4404), Maria Larsson (ORCID 0000-0002-6518-1418)
Source: Classroom Discourse. 2025 16(2):142-171.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Teachers, Student Teaching, Interaction, Interpersonal Competence, Classroom Communication, Practicums, Foreign Countries, Discourse Analysis, Ethnography, Feedback (Response), Student Teacher Evaluation
Geographic Terms: Sweden
DOI: 10.1080/19463014.2024.2337184
ISSN: 1946-3014
1946-3022
Abstract: This article presents a case study of a student-teacher's change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers' use of (overt) negative evaluation (i.e. 'No!') that immediately follows learners' incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502695
Database: ERIC
FullText Text:
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  Data: Developing Student-Teachers' Interactional Competence through Video-Enhanced Reflection: A Discursive Timeline Analysis of Negative Evaluation in Classroom Interaction
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  Data: <searchLink fieldCode="AR" term="%22Olcay+Sert%22">Olcay Sert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7513-2399">0000-0001-7513-2399</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annaliina+Gynne%22">Annaliina Gynne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1993-4404">0000-0003-1993-4404</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Larsson%22">Maria Larsson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6518-1418">0000-0002-6518-1418</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Classroom+Discourse%22"><i>Classroom Discourse</i></searchLink>. 2025 16(2):142-171.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 30
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  Data: <searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Practicums%22">Practicums</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Evaluation%22">Student Teacher Evaluation</searchLink>
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  Data: 10.1080/19463014.2024.2337184
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  Data: 1946-3014<br />1946-3022
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article presents a case study of a student-teacher's change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers' use of (overt) negative evaluation (i.e. 'No!') that immediately follows learners' incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.
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  Data: 2026
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  Data: EJ1502695
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        Value: 10.1080/19463014.2024.2337184
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    Subjects:
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Student Teaching
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      – SubjectFull: Interaction
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      – SubjectFull: Ethnography
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      – SubjectFull: Sweden
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