Akademik Veri Yönetim Sistemi
Digital Meeting for Conversation Analysis, 31 Ekim - 04 Kasım 2022, (Özet Bildiri)
Instruction giving is one of the practices that pre-service teachers need to get experience for their future career as instruction plays a key role in all types of educational activities and settings. Moreover, when it comes to online tasks, instruction becomes highly important as it is the only tool through which a teacher conveys what he/she expects student to do. To facilitate teacher learning and to help pre-service teachers how to design instruction, data-led reflective practice can be adopted. It is known that reflection can facilitate learning by leading to autonomy including teacher learning. To take the best out of reflective practice, data-led reflection of pre-service teachers without the presence of trainers is promoted. Moreover, reflection led by data is to lead to better and more realistic understanding of how educational practices occur in real life and absence of trainer is to facilitate more reliable reflection as pre-service teachers do not need to fit their reflection into feedback of an expert. However, literature lacks studies exploring data-led reflection of pre-service teachers without the presence of trainers. To thus fill that niche in the literature, this study explores video-mediated data-led reflection of transnational pre-service teachers on their instruction design of virtual exchange tasks. To this end, this study makes use of the data which comes from a larger dataset from Digitask4ic project. To explore reflective practice on instruction giving, we collected screen-recordings of virtual exchange task design process of transnational pre-service groups, implementation of these tasks by learners, and reflection practice of pre-service teachers on implementation of their tasks regarding the screen-recordings of the implementation. The screen-recordings were analyzed with the robust methodological tools of Multimodal Conversation Analysis with an emic perspective. The findings showed that pre-service teachers problematized the ignorance of instruction by students. They also highlight the difference between online and educational settings in terms of instruction giving. Lastly, they problematize their instruction giving by referring to lack of details and clarity. The results provide implications for teacher education.
Keywords: instruction, reflection, virtual exchange, conversation analysis, teacher education