Yükseköğretim Kurumları Destekli Proje, 2022 - 2023
Conversation analytic intervention to teachers’ use of classroom interaction for creating learning opportunities has provided
defining features of what Walsh (2013) named as Classroom Interaction Competence (CIC). Recent years, on the other hand,
have seen attempts to equip pre-service teachers (PSTs) with these features (e.g., shaping learners’ contributions). For this
purpose, various CIC-based language teacher education frameworks have been developed (e.g., IMDAT model by Sert, 2015).
These models have drawn on micro- or actual teaching for teaching CIC to pre-service teachers. However, this is not an
operable approach for those PSTs who are not ready for such teaching practices due to their lack of pedagogical knowledge.
Keeping this issue in mind, we aim to train second-year PSTs with CIC using audio-visual materials developed from real
classroom interaction data and exploiting the affordances of online settings. The study holds manifold potential implications. First,
it offers audio-visual materials to teacher educators and education programs viewing and teaching CIC as a necessary teacher
skill. Second, the training design can contribute to CIC teaching, hence to language teacher education. Similarly, it can provide
practical evidence to how affordances of online settings can be used in language teacher education. Lastly, the outcome of the
project can inform the design of ‘Classroom Interaction’ course that English Language Education Department of TED University
will offer in the new program.