Difference between revisions of "Waring2022"

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{{BibEntry
 
{{BibEntry
 
|BibType=ARTICLE
 
|BibType=ARTICLE
|Author(s)=Waring, Hansun
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|Author(s)=Hansun Zhang Waring;
 
|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;
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|Tag(s)=EMCA; Language teacher education; Post-observation conference; noticing; Professional vision
 
|Key=Waring2022
 
|Key=Waring2022
 
|Year=2022
 
|Year=2022
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|Number=1
 
|Number=1
 
|Pages=25-45
 
|Pages=25-45
|Abstract=Language teacher educators have made compelling arguments for the importance  
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|URL=https://journal.equinoxpub.com/SLTE/article/view/20738
of fostering reflective practices. This paper explores how potential ‘reflectables’ may  
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|DOI=10.1558/slte.20738
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  
+
|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 conversation 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 language teaching and learning.
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
 
 
}}
 
}}

Latest revision as of 13:10, 5 August 2023

Waring2022
BibType ARTICLE
Key Waring2022
Author(s) Hansun Zhang Waring
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
City
Month
Journal Second Language Teacher Education
Volume 1
Number 1
Pages 25-45
URL Link
DOI 10.1558/slte.20738
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

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 conversation 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 language teaching and learning.

Notes