Orientations to teaching in reflective talk: Tracking co-teaching pre-service teachers’ reflections longitudinally

Teachers operationalize various strategies to deal with lack of student participation in classroom interaction. Using longitudinal conversation analysis, this study examines three pre-service teachers’ orientations to their co-teaching in their reflections. I describe how the co-teaching pre-service teachers problematize the lack of student participation and attempt to resolve it. For this purpose, they orient to a turn allocation strategy, individual nomination, to elicit responses to their unanswered questions. I focus on the emergence and routinization of this strategy in five weeks in their reflections. The co-teachers’ use of we language in reflection sessions established the strategy as a shared practice. On the other hand, they used first-person plural and second-person singular pronouns when divergences occurred among group members. The findings suggest reflective sessions that PSTs engage in are integral to their professional development. The findings bring insights into the understanding of collaborative decision-making in reflective talk sessions.