Stand-alone noticing as a resource for constructing the reflectable

The work of cultivating professional vision

Authors

  • Hansun Zhang Waring Columbia University Author

DOI:

https://doi.org/10.1558/slte.20738

Keywords:

post-observation conference, teacher education, teacher development, professional vision, reflection, reflective practices, conversation analysis

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.

Author Biography

  • Hansun Zhang Waring, Columbia University

    Teachers College, Columbia University

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Published

2022-06-14

Issue

Section

Articles

How to Cite

Waring, H. Z. . (2022). Stand-alone noticing as a resource for constructing the reflectable: The work of cultivating professional vision. Second Language Teacher Education, 1(1), 25–45. https://doi.org/10.1558/slte.20738