Corpus-Based Reflective Practice to Support Chatroom Teaching Practice

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Detalles Bibliográficos
Publicado en:	Education Sciences vol. 15, no. 9 (2025), p. 1238-1258
Autor principal:	Riordan, Elaine
Otros Autores:	Farr, Fiona, Caines, Andrew, Buttery, Paula
Publicado:	MDPI AG
Materias:	Language Teaching Video conferencing Student teachers Curricula Teacher education Corpus linguistics Classroom communication Educational technology Teaching methods Reflective practice Chatbots Written language Classrooms Artificial intelligence Corpus analysis Knowledge Language teachers Learning Perceptions Virtual reality Teachers Students Educational programs Video recordings Practice based education Learning Modalities Educational Practices Influence of Technology Reflection Grouping (Instructional Purposes) Learning Processes English (Second Language) Beginning Teachers Reference Materials Computer Mediated Communication Evidence Classroom Techniques Synchronous Communication Reflective Teaching Educational Objectives Teacher Characteristics Opportunities Learner Engagement Preservice Teacher Education Individual Needs Educational Needs Asynchronous Communication
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Descripción
Resumen:	Teaching practice has long been considered a fundamental and integral part of any teacher education programme, but also very demanding for novice teachers when they are confronted with the reality of the classroom, for the first time in many cases. Teacher educators aim to allow student teachers to experience practice opportunities reflective of their many potential real-world future teaching scenarios, including, for example, teaching online through video conferencing tools or virtual reality. One such mode is teaching in chatrooms, using written language only, which is the focus of this paper. The aims of this research are therefore to investigate the use of corpus based reflective practice (CBRP) using a (written) chatroom corpus with student teachers and evaluate this approach through an exploration of their recounted perceptions. To do this, we conduct a preliminary corpus-based analysis of some of the more salient features of the student teacher chatroom corpus and examine how these align with the student teachers’ reported perceptions. Secondly, we aim to identify and evaluate the nature of the (spoken) discussions in the post-chatroom teaching experience interactions between the teacher educator and student teachers with reference to reflective practice engagement.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15091238
Fuente:	Education Database