Integrating Conversational Analysis and Dialogic Reflection within Reflective Practice
This article describes a collaborative and data-based reflective practice study carried out by two language teachers in a Japanese tertiary education context. This research utilized conversational analysis (CA) of audiorecorded classroom data which was subsequently discussed as part of a critical f...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Urmia University
2020-07-01
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| Series: | Iranian Journal of Language Teaching Research |
| Subjects: | |
| Online Access: | http://ijltr.urmia.ac.ir/article_120886_de952c308a4e5e5c6b6df3457ef46cdd.pdf |
| Summary: | This article describes a collaborative and data-based reflective practice study carried out by two language
teachers in a Japanese tertiary education context. This research utilized conversational analysis (CA) of audiorecorded classroom data which was subsequently discussed as part of a critical friendship. Both the inclusion
of CA data and collegial discussion were in response to recent calls for increasingly data-led and dialogic
reflective practice methods. In this study, the two teacher-researchers identified salient issues that they saw
as incongruent with their stated teaching beliefs. They then collaboratively determined interventions to deal
with the inconsistencies between their beliefs and their actual behavior and repeated the CA data collection
and dialogic analysis phases. The two teachers found that the CA data and the opportunity to collaboratively
interpret it provided valuable insights into their classroom practice while also offsetting the tendency for
excessive self-criticism. This study provides a concrete example of a reflective practice approach that is both
theoretically grounded and tied to bottom-up issues that are of interest to teachers. |
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| ISSN: | 2322-1291 2322-1291 |