Teacher Learning Based on Experience as Student-teachers: Apprenticeship of Observation from CA Perspective

10th International KTUDELL Conference: Language, Literature, and Translation, Trabzon, Türkiye, 29 - 30 Mayıs 2025, ss.55-56, (Özet Bildiri)

Reflection has taken its place as a crucial aspect of language teacher education (LTE) after

the emergence of the sociocultural view. Although, it has been studied extensively (e.g.

Copland et al., 2009; Skovholt, 2018), how reflection occurs still deserves in-depth

exploration. Also, collaborative reflection of student-teachers (STs) without a teacher trainer

merits further study as it has not attracted enough attention yet. With these in mind, this study

explores collaborative data-led reflective dialogues of transnational STs by applying

Conversation Analysis (CA). Data collection procedure includes three steps. In the first step

STs design an online task in groups of 3 or 4. In the second step, students perform the task

created by STs. Finally, STs watch recordings of students’ performance and reflect on their

task design experience. This study focuses on the last step of the data collection: screen

recordings of reflection. The micro-analysis of the data revealed that STs adopt an evaluative

stance and problematize/criticize various aspects in their own virtual exchange (VE). While

doing so, they also establish a common ground with students by referring to their

observations of students’ performance and drawing on their own experiences. Moreover,

these reflections on students’ performance and their VE experience led them to make

conclusions and gain implications about their future practices. Namely, teacher learning is

based on the reflection of ST’s own experience and students’ data. The fingerprints of teacher

learning were revealed with change of epistemic stance by using various syntactic markers

and lexicon in extended turns. Hence, by combining with their observation, they take their

experience as STs in LTE program as a learning opportunity for future career which resonates

with Lortie's (1975) notion of apprenticeship of observation. Drawing on the findings,

implications are provided for LTE.