Difference between revisions of "Waring2022"
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|Author(s)=Waring, Hansun | |Author(s)=Waring, Hansun | ||
|Title=Stand-alone noticing as a resource for constructing the reflectable: The work of cultivating professional vision | |Title=Stand-alone noticing as a resource for constructing the reflectable: The work of cultivating professional vision | ||
| − | |Tag(s)=EMCA; | + | |Tag(s)=EMCA; Language teacher education; Post-observation conference; noticing; Professional vision |
|Key=Waring2022 | |Key=Waring2022 | ||
|Year=2022 | |Year=2022 | ||
Revision as of 11:11, 8 February 2023
| Waring2022 | |
|---|---|
| BibType | ARTICLE |
| Key | Waring2022 |
| Author(s) | Waring, Hansun |
| Title | Stand-alone noticing as a resource for constructing the reflectable: The work of cultivating professional vision |
| Editor(s) | |
| Tag(s) | EMCA, Language teacher education, Post-observation conference, noticing, Professional vision |
| Publisher | |
| Year | 2022 |
| Language | English |
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| Journal | Second Language Teacher Education |
| Volume | 1 |
| Number | 1 |
| Pages | 25-45 |
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Abstract
Language teacher educators have made compelling arguments for the importance of fostering reflective practices. This paper explores how potential ‘reflectables’ may be located and negotiated through the practice of noticing. Based on a conversa�tion analytic (CA) investigation of ‘stand-alone’ (not produced in conjunctions with questions, advice, and assessment) noticings in mentor-trainee conversations, the analysis shows how such noticing may be used to recalibrate the trainee’s reflective gaze and develop their professional vision. Findings contribute to the small body of video-based CA literature on post-observation conferences as well as the broader literature on noticing as an interactional practice within the specific context of lan�guage teaching and learning
Notes
