چکیده:
Teachers’ capability in shaping learner contributions (SLC), as a part of Classroom Interactional Competence (CIC), has been evidenced to play a key role in opening up precious opportunities for learners’ involvement, and consequently learning. Yet, very few studies to date have explored how teacher education programs (TEPs) can develop teachers’ capability to SLC. To fill up this lacuna, a TEP, founded on the principles of dynamic assessment (DA), was implemented with four EFL teachers serving as participants. In so doing, initially twelve hours of video- and audio-recorded data of the teachers were analyzed to identify the samples in which they missed the opportunity for SLC. Then one-on-one DA sessions were held with each of the teachers, during which the teacher educator tried to assist them to develop a deepened insight into the strategies they adopted to shape their learners’ contributions. In such dialogic context, the feedback was calibrated to create and nurture the zone of proximal teacher development (ZPTD). After instructional sessions, conversation analysis of the teachers' regular classrooms indicated a rise in the total frequency and variety of the SLC strategies employed. Furthermore, it was found that teachers' type of development differed greatly from one another. Results are discussed and some pedagogical implications are presented.
خلاصه ماشینی:
"Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence 1 Mahmood Reza Moradian 1 Lorestan University, Khorramabad, Iran Mola Miri Allameh Tabatabaei University, Tehran, Iran Zahra Qassemi Lorestan University, Khorramabad, Iran Received on June 15, 2015 Accepted on November 10, 2015 Abstract Teachers’ capability in shaping learner contributions (SLC), as a part of Classroom Interactional Competence (CIC), has been evidenced to play a key role in opening up precious opportunities for learners’ involvement, and consequently learning.
However, the present study aimed at diagnosing the problematic situations through which learners’ utterances are responded by the teachers but they fail in SLC such as teachers’ limited wait-time (Yaqubi& Rokni, 2012), turn completion (Walsh, 2002), and explicit positive assessment (Waring, 2008) to name a few.
Among these teachers’ problematic interactional strategies, turn completion, repair, limited wait-time, inappropriate use of L1, simply acceptance of learner initial talk, inappropriate use of closed-ended questioning strategy not aligned with pedagogical goal of the moment, and absence of some eliciting strategies such as clarification request were typical in most of the teachers’ interactional moves in the collected data.
Teachers’ agency in externalization of their cognition in a dialogic DA and by means of actual data from their own teaching coupled with the educator’s application of different mediation strategies from implicit leading questions to explicit explanation of the rationale behind the instructional points paved the way for teacher educator to be responsive to teachers immediate needs and more importantly, providing appropriate mediation in harmony with the ZPTD."