随着时间的推移,支持学生-教师的启发发展:对话分析干预

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Classroom Discourse Pub Date : 2021-12-13 DOI:10.1080/19463014.2021.1946112
Lauren Carpenter
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引用次数: 2

摘要

会话分析在医学、调解服务和语言治疗等不同领域都被用于干预目的,但在教师教育中尚未得到充分利用。在这篇报告中,我描述了在一个学年的课程中,CA是如何在教师监督中使用的,以干预学生教师(ST)在七年级英语作为第二语言课堂上的发展。特别是,重点关注三个引出问题(准备不足,缺乏重点和反应迟钝),我通过基于ca的反思性分析的重复循环,以前后方式展示了相互作用的证据,以突出ST在三个领域的增长。研究结果有助于干预主义的CA研究,以及在课堂上使用CA来检查教学细微差别的越来越多的工作。
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Supporting student–teacher development of elicitations over time: a conversation analytic intervention
ABSTRACT Conversation analysis (CA) has been used for interventionist purposes in different fields, such as medicine, mediation services, and speech and language therapy, but it has yet to be fully utilised in teacher education. In this report, I describe how CA is used in teacher supervision to intervene with the development of a student-teacher (ST) in a 7th grade English as a Second Language classroom over the course of an academic year. In particular, with a focus on three issues of elicitations (unpreparedness, lack of focus and unresponsiveness), I present interactional evidence in a before-and-after manner to highlight ST’s growth in the three areas through repeated cycles of CA-based reflective analysis. Findings contribute to interventionist CA research as well as a growing body of work that uses CA in the classroom to examine the nuances of teaching.
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来源期刊
Classroom Discourse
Classroom Discourse EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
14.30%
发文量
28
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