Difference between revisions of "Ghafarpour2016"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Hajar Ghafarpour | |Author(s)=Hajar Ghafarpour | ||
| − | |Title=Classroom | + | |Title=Classroom conversation analysis and critical reflective practice: self-evaluation of teacher talk framework in focus |
| − | |Tag(s)=EMCA; Classroom; | + | |Tag(s)=EMCA; Classroom; Evaluation; |
|Key=Ghafarpour2016 | |Key=Ghafarpour2016 | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
|Journal=RELC Journal | |Journal=RELC Journal | ||
| − | |URL= | + | |Volume=48 |
| + | |Number=2 | ||
| + | |Pages=210–225 | ||
| + | |URL=https://journals.sagepub.com/doi/10.1177/0033688216631173 | ||
|DOI=10.1177/0033688216631173 | |DOI=10.1177/0033688216631173 | ||
|Abstract=The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the Self-Evaluation of Teacher Talk framework (SETT) proposed by Walsh (2006) will be discussed in detail and its contribution to critical reflective practice will be probed. The extracts are taken from 12 hours of tape recording of a university General English course and supported by a teacher’s diary for analysis. The results demonstrate that although the SETT framework is representative and useful, setting and institutional requirements should not be ignored. This article has implications not only for developing critical reflective practice for in-service teachers but also for teacher training. | |Abstract=The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the Self-Evaluation of Teacher Talk framework (SETT) proposed by Walsh (2006) will be discussed in detail and its contribution to critical reflective practice will be probed. The extracts are taken from 12 hours of tape recording of a university General English course and supported by a teacher’s diary for analysis. The results demonstrate that although the SETT framework is representative and useful, setting and institutional requirements should not be ignored. This article has implications not only for developing critical reflective practice for in-service teachers but also for teacher training. | ||
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Latest revision as of 01:03, 27 December 2019
| Ghafarpour2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Ghafarpour2016 |
| Author(s) | Hajar Ghafarpour |
| Title | Classroom conversation analysis and critical reflective practice: self-evaluation of teacher talk framework in focus |
| Editor(s) | |
| Tag(s) | EMCA, Classroom, Evaluation |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | RELC Journal |
| Volume | 48 |
| Number | 2 |
| Pages | 210–225 |
| URL | Link |
| DOI | 10.1177/0033688216631173 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the Self-Evaluation of Teacher Talk framework (SETT) proposed by Walsh (2006) will be discussed in detail and its contribution to critical reflective practice will be probed. The extracts are taken from 12 hours of tape recording of a university General English course and supported by a teacher’s diary for analysis. The results demonstrate that although the SETT framework is representative and useful, setting and institutional requirements should not be ignored. This article has implications not only for developing critical reflective practice for in-service teachers but also for teacher training.
Notes
