Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6591
Title: | Dialogue, Feedback and Rehearsal in Pre-service Teacher Education: An Interactional Ethnography |
Authors: | Bridges, Susan Chian, Monaliza Chan, Kennedy KH Chan, Annie Chan, Carol Lee, Diana PL Lee, Arthur MS |
Keywords: | Teaching and Teacher Learning |
Issue Date: | Jun-2020 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Bridges, S., Chian, M., Chan, K. K., Chan, A., Chan, C., Lee, D. P., & Lee, A. M. (2020). Dialogue, Feedback and Rehearsal in Pre-service Teacher Education: An Interactional Ethnography. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2421-2422). Nashville, Tennessee: International Society of the Learning Sciences. |
Abstract: | This Interactional Ethnography of student-teacher dialogic feedback in an initial teacher education programme aims to unpack the nature of Assessment for Learning (AfL) interactions in rehearsals in a one-year initial teacher education programme in Hong Kong. The study is situated in the context of a programme-level culmination task enacted as a public, performance-based assessment in which small groups of pre-service teachers devise and perform interactive poster presentations to peers, teachers and community stakeholders. Specifically, the study focuses on the talk and actions of pre-service teachers (n=6) and their expert instructors (n=5) across 12 video recordings (in-class rehearsals and final presentations) and 6 audio recorded video-stimulated recall interviews with the pre-service teachers (post-assessment). Analysis-in-progress builds on Pellegrino’s (2018) concept of ‘evidentiary reasoning’ to trace situated expert and peer feedback and student self-reflections within and across the in-class rehearsals and the final capstone performances. Findings are illuminating the consequential impact of these dialogues on pre-service teacher learning. |
URI: | https://doi.dx.org/10.22318/icls2020.2421 https://repository.isls.org//handle/1/6591 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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2421-2422.pdf | 201.97 kB | Adobe PDF | View/Open |
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