Publication details
The Reflective Lens: Pre-service Teachers' Attentiveness to Attuned Interaction Elements
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| Year of publication | 2026 |
| Type | Appeared in Conference without Proceedings |
| Citation | |
| Description | This study investigates how pre-service primary teachers attend to elements of attuned interaction when reflecting on their own classroom communication through video-based self-reflection. Within an initial teacher education programme, Video Interaction Guidance (VIG) supports students in identifying and analysing interactions from their practice that they perceive as meaningful. Structured reflective essays serve as the data source and are analysed using thematic analysis. The focus is on which interactional features students notice and value, the ways they justify their evaluations, and how their understanding of communication develops over time. Early insights indicate individual differences: some students focus on the content and verbal flow of interaction, while others attend more to non-verbal and affective cues. These tendencies, shaped by prior experience and personal dispositions, do not conform to a single pattern. Nevertheless, recurring themes will inform subsequent focus groups, which will use semi-structured reflection to deepen and challenge students’ emerging professional vision. |
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