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ERIC Number: EJ1150699
Record Type: Journal
Publication Date: 2017-Aug
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0033-6882
Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus
Ghafarpour, Hajar
RELC Journal: A Journal of Language Teaching and Research, v48 n2 p210-225 Aug 2017
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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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A