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Cited by 37Teacher Education and Leadership StudiesReflective Practices in EducationLanguage, Discourse, Communication Strategies

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Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

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Sert, Olcay, Gynne, Annaliina, Larsson, Maria·2025·Classroom Discourse
DOI 10.1080/19463014.2024.2337184
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Abstract

This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.

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Metadata

Authors
Sert, O., Gynne, A., & Larsson, M.
Affiliations
Mälardalen University (SE)
Corresponding author
Gynne, Annaliina
ORCID
Venue
Classroom Discourse
Publisher
Informa UK Limited
Published
2024-05-08
Volume
16
Issue
2
Pages
142-171
ISSN
  • 1946-3014 (ISSN-L)
  • 1946-3022
DOI
10.1080/19463014.2024.2337184
OpenAlex
W4396745495
Cited by
37
References
2
Citations by year
2026: 13 · 2025: 22 · 2024: 2
FWCI
46.48
Type
journal article
Language
en
Open access
Licence
Locations
  • Classroom Discourse (publishedVersion, cc-by-nc-nd)
  • Diva portal (Dalarna University Library) (submittedVersion, other-oa)
Funders
Mälardalens kompetenscentrum för lärande
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
Keywords
negative evaluation, classroom interaction, teacher professional development, practicum, collaborative feedback, teacher learning

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CoChat. (2026). Citation check: Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction. https://app.cochat.ai/papers/10.1080/19463014.2024.2337184
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Sert, O., Gynne, A., & Larsson, M. (2025). Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction. Classroom Discourse. https://doi.org/10.1080/19463014.2024.2337184