PRE-SERVICE EFL TEACHERS’ INTERACTIONAL RESOURCES FOR RESOLVING TROUBLES: A MICRO ANALYSIS
Date
2024-06Author
Kılıçaslan-Takva, Serra
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Micro-teaching in teacher education has attracted attention for many years because of its
convenience in terms of providing a controllable teaching environment and instant feedback
for pre-service teachers. However, the gap between real teaching practice and micro teaching specifically for classroom interaction has not been widely questioned by the
researchers. Therefore, this study aims to compare classroom interaction in two settings,
regarding the use of interactional resources by pre-service teachers (PST) to resolve
interactional troubles. The study adopts conversation analysis to investigate the sequential
patterns of interactional resources and trouble indicators. Data consists of two sets of video recordings of 40 PSTs: (1) micro-teaching practices at a state university and (2) real
teaching practices at a preschool in Türkiye. The data analysis reveals that the significant
trouble indicators in real teaching practice are the lack of orientation in the teacher’s
instruction, silence, and student’s repetition of teacher’s utterance. However, the student’s
wrong answer is the most significant indicator in the context of micro-teaching practice. In
terms of interactional resources, while certain interactional resources like embodied action
and teacher repetition are present in both contexts, their frequency is notably lower in micro teaching. Moreover, code-switching and simplified instruction occurs in only the real
teaching context. This study underscores the significance of classroom interaction and
Classroom Interactional Competence (CIC) by elucidating differences in trouble indicators
and interactional resources between micro-teaching and real teaching, aiming to increase
PSTs' awareness of CIC to create more learning opportunities for learners in TEYL context.