A detailed analysis of classroom conversations is providing new insights into how teacher educators can deliver feedback that genuinely helps new teachers improve. By moving beyond simple evaluation, this method focuses on turning specific teaching moments into opportunities for deep, collaborative reflection, fostering a more nuanced approach to professional development. This technique, known as conversation analysis, allows mentors to pinpoint precise instances in a lesson and deconstruct them with the student-teacher, transforming feedback from a monologue into a structured dialogue.
The core innovation of this approach is the creation of “reflect-ables”—concrete moments from teaching practice that are selected by an educator to serve as a catalyst for a reflective conversation. This method treats feedback not as a simple transmission of comments, but as an interactive and context-sensitive practice. Researchers are finding that by systematically guiding new teachers to analyze their own real-time classroom interactions, this technique helps build not only instructional skills but also the crucial ability to think critically about their teaching long-term. This process empowers novice teachers to engage with and refine their methods in a supportive, evidence-based framework.
A Microscopic View of Classroom Interaction
Conversation analysis offers a powerful lens for teacher development by examining the fine-grained details of classroom talk. Rather than relying on general impressions or checklists, this methodology involves recording actual lessons and analyzing the structure of conversations between the teacher and students, or among students themselves. It allows educators and their trainees to scrutinize elements like turn-taking, question design, and non-verbal cues to understand how these factors facilitate or constrain learning opportunities. This data-led approach provides objective evidence that can be discussed collaboratively, helping to bridge the gap between a teacher’s intentions and the actual impact of their words and actions in the classroom.
This method has become increasingly integrated into language teacher education programs, where understanding the dynamics of discourse is paramount. By dissecting these naturally occurring interactions, student-teachers develop a heightened awareness of their pedagogical talk. Frameworks such as the Self-Evaluation of Teacher Talk (SETT) provide a structured way to conduct this analysis, though research shows it must be adapted to specific institutional and classroom contexts to be effective. The ultimate goal is to equip teachers with the skills to observe, analyze, and evaluate their own classroom discourse as an ongoing professional practice.
Creating ‘Reflect-ables’ from Teaching Moments
Central to this feedback model is the concept of turning specific classroom events into “reflect-ables.” This term, coined by researchers studying language teacher education in Japan and South Korea, describes the process where a teacher educator identifies a particular segment of a lesson—perhaps how a teacher responded to an unexpected student question or managed a transition—and frames it as an object for joint reflection. The mentor guides the novice teacher to revisit this moment, using notes, gestures, and interactive discussion to explore what happened and why. This transforms a fleeting event into a durable learning opportunity.
The technique relies heavily on what researchers call “retrospective reference,” where educators systematically point back to salient events from the teaching practice. This is not simply about stating what was good or bad; it involves scaffolding the conversation so the student-teacher can uncover insights themselves. By focusing the feedback on these concrete, shared reference points, the process becomes more objective and less confrontational. This allows the new teacher to critically analyze their own performance within a collaborative and supportive setting, making the feedback more meaningful and actionable.
The Collaborative Feedback Process
This analytical approach fundamentally reframes feedback as a dialogic and collaborative partnership rather than a top-down evaluation. In many implementations, teachers work in pairs or small groups, sometimes in a structure described as a “critical friendship,” to analyze recordings of their classroom instruction. This peer-based model helps offset the tendency for individuals to engage in excessive self-criticism and fosters a shared sense of professional inquiry. The colleagues work together to identify moments in the lesson that seem incongruent with their stated teaching philosophies, then collaboratively devise interventions to better align their practice with their beliefs.
During these sessions, participants co-construct their understanding of the teaching moments under review. The conversation is not just about error correction; it is a form of collective meaning-making that empowers new teachers. By discussing the interactional data together, educators and their trainees can explore alternative strategies and their potential outcomes in a low-stakes environment. This process validates the complexity of teaching and encourages a mindset of continuous, evidence-based improvement grounded in the reality of their own classrooms.
Redefining Professional Development
Ultimately, the use of conversation analysis in teacher training is about more than refining specific instructional techniques; it is about cultivating a deeper form of professional self-awareness. By learning to systematically analyze their own classroom interactions, teachers gain confidence and develop a durable skill for ongoing, autonomous professional development. This approach moves beyond routinized teaching methods and encourages educators to become more informed and intentional about their pedagogical choices. The insights generated from this detailed analysis help new teachers define their professional identities based on a solid foundation of evidence from their own practice.
As educational landscapes become more complex, fostering such nuanced competencies is critical. Proponents argue that this model optimizes teacher preparation by emphasizing that interactional proficiency is just as important as subject matter expertise. By treating feedback as a collaborative investigation rather than a judgment, the method helps build resilient, reflective practitioners who are equipped to navigate the dynamic challenges of the modern classroom. It champions a vision of professional growth rooted in curiosity, collaboration, and the close examination of daily practice.