Abstract
Post-lesson debriefs are a hallmark of teacher education programs globally, with the assumption that these conversations will encourage reflective thinking and foster better practice. However, not all debriefs equally support these goals. This study examines the nature of discursive interactions in lesson debriefs. It considers learning as a discursive achievement, realized in the situated interactions between university supervisors, mentors, and student teachers. Analysis of ten debriefs resulted in five patterns of discursive interaction: directive discourse; normalizing discourse; analytic discourse; justificatory discourse; and evaluative discourse. This study uniquely contributes to understanding the importance of debrief talk for teaching and learning about teaching.
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