Pre-service teachers’ hinting practices in managing responses in a microteaching context

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

Abstract

Microteaching is a pedagogical approach that allows educators to enhance their teaching techniques through practice and feedback in controlled, classroom-like environments. This study uses multimodal conversation analysis to investigate how pre-service teachers at a Korean university, with English as their second language, manage student participation in microteaching sessions. The analysis reveals the intricacies of teachers’ hinting practices that are aimed at mobilizing and pursuing student responses. The excerpts exemplify how pre-service teachers use hints to foster an engaged and dynamic classroom environment, highlighting their contingent decision-making in question-and-answer sequences. These findings offer valuable insights into the teaching practices employed by pre-service teachers in a microteaching context and contribute to expanding our understanding of classroom interactional competence in teacher education.

职前教师在微格教学情境中管理回应的暗示实践
微课是一种教学方法,它允许教育工作者在可控的、类似课堂的环境中,通过练习和反馈来提高教学技巧。本研究采用多模态会话分析法,调查了韩国一所大学的职前教师(英语为第二语言)如何管理学生参与微课的情况。分析揭示了教师旨在调动和寻求学生反应的暗示做法的复杂性。摘录的内容体现了职前教师如何利用暗示营造一种参与和动态的课堂环境,突出了他们在问答序列中的权变决策。这些研究结果为了解职前教师在微格教学情境中的教学实践提供了宝贵的见解,有助于拓展我们对师范教育中课堂互动能力的理解。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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