Managing intersubjectivity through screen-sharing in video-mediated reflective feedback sessions in pre-service language teacher education

Abstract

As a design feature integrated in virtually every synchronous meeting tool, screen-sharing often gets interwoven with the interactional sense-making mechanisms. The sharing party creates a new nexus for joint attention, which leads to intersubjectivity through participants' synchronized engagement on screen-based items. However, screen-sharing is yet to be studied in terms of its sequential and relational placement in the video-mediated feedback meetings unfolding during English language teaching practicum. With this need in mind, the present study aims to offer a timely exploration of the interactional structure of micro-contexts where participants in video-mediated feedback sessions resort to screen-sharing, and the ways in which the virtual environment operates as a part of their interactional sense-making through practicum supervisors’ shared screen in video-mediated feedback meetings. For this purpose, we micro-analyzed the video-recordings of 17 online feedback sessions of pre-service teachers and practicum course instructors using multimodal Conversation Analysis. Findings indicate that through its display of items and actions, the screen operates as an effective epistemic resource in managing troubles in and establishing intersubjectivity during online education. The findings are conducive to the expanding research on remote instruction and have possible pedagogical and research implications for our understanding of videoconferencing for online learning purposes.