Difference between revisions of "Waring2022"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Waring | + | |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; | + | |Tag(s)=EMCA; Language teacher education; Post-observation conference; noticing; Professional vision |
|Key=Waring2022 | |Key=Waring2022 | ||
|Year=2022 | |Year=2022 | ||
| Line 11: | Line 11: | ||
|Number=1 | |Number=1 | ||
|Pages=25-45 | |Pages=25-45 | ||
| − | |Abstract=Language teacher educators have made compelling arguments for the importance | + | |URL=https://journal.equinoxpub.com/SLTE/article/view/20738 |
| − | of fostering reflective practices. This paper explores how potential ‘reflectables’ may | + | |DOI=10.1558/slte.20738 |
| − | be located and negotiated through the practice of noticing. Based on a | + | |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 | ||
}} | }} | ||
Latest revision as of 12:10, 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 | |
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
