Opportunities for Pre-Service Teacher Learning in Video-Mediated Peer Interactions: Focus on Classroom Interactional Competence

Abstract

The pandemic-related disruption to education worldwide has led pre-service language teacher education activities to go fully online. In order to benefit from the true affordances of distance modes of teacher education, diverse training models were put into practice. This chapter reports a case reflecting this state of the art and presents findings from a language teacher education project that includes asynchronous training of pre-service teachers on the concept of Classroom Interactional Competence and their synchronous video-mediated analytic discussions with peers oriented to actual teachers’ interactional practices based on short video clips. It specifically focuses on video-mediated peer interactions and describes how the pre-service teachers closely examine natural L2 teaching data. Drawing on Multimodal Conversation Analysis both as the research methodology and the teacher education perspective, this study primarily deals with the moments of peer disagreement oriented to certain teacher practices and the emergent pre-service teacher learning opportunities in doing so.