{"title":"Pre-service teachers’ hinting practices in managing responses in a microteaching context","authors":"","doi":"10.1016/j.linged.2024.101345","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Linguistics and Education","FirstCategoryId":"98","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0898589824000780","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.