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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.
Appears in Collections:ICLS 2020

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