Edit BibEntry: Topal2022

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Title:	Going beyond the post-observation's interactional agenda: The observers’ references to their practices and pedagogical understandings
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Abstract:	The recent proliferation of studies on the language of reflection unveiled post-observation conferences (POC) as an essential setting in teachers’ professional development. As the studies on these conferences have mainly focused on pre-service settings, research on in-service context where the peers are the providers of feedback remains limited. In an attempt to address this gap, this study micro-analyzes the video recordings of 14 in-service POC sessions at an English preparatory school with the theoretical and methodological tenets of conversation analysis. The findings reveal that reflective accounts are not limited to the observed, but generated by observers, too. Observing peers’ references to their past teaching events are found to function both as an interactional tool for the mitigation of critiques and as a tool for doing reflection in talk-in-interaction. The findings are conducive to the conversation analytic literature on language of reflection and expand the potential affordances of post-observation interactions.

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Highlights •Post-observation conferencing encourages reflective practice also for the observing teachers. •Teachers who observe their peers refer to their own teaching events for doing reflection and mitigating critiques. •When used for mitigation of criticism, references to past teaching can come in the first turn as well as the third turn. •Observers’ reference to their future teaching is also a means for positive assessment. •Interactional practices of advice-giving/receiving shift between observer and observed peers during the conference.

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Edit BibEntry: Topal2022

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