Sert2026
| Sert2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Sert2026 |
| Author(s) | Olcay Sert |
| Title | The Design and Implementation of a Course on Interactional Competence for Teachers: Teacher-Learning Through Video-Based Guided Discovery Tasks |
| Editor(s) | Laurent Filliettaz, Evelyne Berger, Anne-Sylvie Horlacher, Anna Claudia Ticca |
| Tag(s) | EMCA, conversation analysis, guided discovery tasks, classroom interactional competence, teacher education |
| Publisher | Springer |
| Year | 2026 |
| Language | English |
| City | Singapore |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 381-410 |
| URL | Link |
| DOI | 10.1007/978-981-92-0026-9_16 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Developing Interactional Competences at and for Work: Analyzing Talk-in-Interaction in different Professional and Training Contexts |
| Chapter | |
Abstract
Classroom-based conversation analytic research has contributed to the development of a practice-oriented research tradition within teacher education in the last decade. This tradition is well-represented by studies that track teachers’ development of interactional practices and competencies in classrooms over time (e.g., Carpenter, L. B., Classroom Discourse 14:109–127, 2023; Sert, O., Social interaction and L2 classroom discourse. Edinburgh University Press, 2015; Sert, O., Gynne, A., & Larsson, M., Classroom discourse 16:142–171, 2025). Yet, we know less about the design and development of university courses that take the development of teachers’ interactional competence as their central concern and train novice teachers drawing on research findings from conversation analytic studies. This chapter aims to close this gap by describing the design principles and exploring the implementation of a university course for student teachers in Sweden. After describing the design and the structure of the course, I will demonstrate the benefits and outcomes of the course with a focus on a central element in the course, namely transcription and video-based guided discovery tasks, using evidence from the analysis of transcribed university classroom interactions. I will do this by tracking the learning of Designedly Incomplete Utterances as an interactional and pedagogical phenomenon. Implications for designing and developing professional development courses and programs in other contexts will be given.
Notes
