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Applied Linguistics Review

Editor-in-Chief: Wei, Li

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Mentor invitations for reflection in post-observation conferences: Some preliminary considerations

Hansun Zhang Waring
Published Online: 2014-04-11 | DOI: https://doi.org/10.1515/applirev-2014-0005


Despite the push for fostering reflective practices in teacher education in the last twenty years, true reflection remains a rare commodity (Farr, 2010). By placing four video-recorded mentor-teacher meetings under the conversation analytic (CA) microscope, I show how specific mentor practices work in stimulating reflection to various degrees of success. Findings of this study illuminate the complexities of inviting and offering reflection, and in so doing, contribute to a growing understanding of teacher learning as well as the practices for fostering such learning (Johnson, 2009).

Keywords: reflection; conversation analysis; mentor-teacher conversation; postobservation conference; supervisory discourse; second language teacher education (SLTE)

About the article

Hansun Zhang Waring

Hansun Zhang Waring is Associate Professor of Linguistics and Education at Teachers College, Columbia University, where she teachers Conversation Analysis, Advanced Conversation Analysis, and Discourse Analysis. Her work has appeared in journals such as Applied Linguistics, TESOL Quarterly, Language Learning, The Modern Language Journal, Research on Language and Social Interaction, Journal of Pragmatics, Text and Talk, and Discourse Studies. She is author (with Jean Wong) of Conversation analysis and second language Pedagogy (Routledge, 2010).

Published Online: 2014-04-11

Published in Print: 2014-04-01

Citation Information: Applied Linguistics Review, Volume 5, Issue 1, Pages 99–123, ISSN (Online) 1868-6311, ISSN (Print) 1868-6303, DOI: https://doi.org/10.1515/applirev-2014-0005.

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