NDLI: Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence

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Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence

Content Provider	Semantic Scholar
Author	Moradian, Mahmood Reza Miri, Mola Qassemi, Zahra
Copyright Year	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. 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.
Starting Page	1
Ending Page	36
Page Count	36
File Format	PDF HTM / HTML
DOI	10.22132/tel.2015.53621
Alternate Webpage(s)	http://www.teljournal.org/article_53621_de6d24ac5a36e5cf1045afeb0f1d07c7.pdf
Alternate Webpage(s)	https://doi.org/10.22132/tel.2015.53621
Volume Number	9
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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