The research reported here outlines how an emphasis on dialogic interaction and exploratory talk during post-teaching practice discussions can be beneficial to pre-service second language teacher education. The article examines the ways in which such an approach may help promote long-term reflective practice and how enquiry-based talk raises awareness of the complexity involved in developing pedagogic expertise.
|Journal||English Language Teaching Journal|
|Publication status||Published - 2 Apr 2015|
- Second language teacher education
- critical reflection