Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English

Zhang, Lawrence Jun; Zhang, Donglan

doi:10.1186/s40862-020-00101-2

Asian-Pacific Journal of Second and Foreign Language Education

Table 1 Strategies, substrategies, their definitions, and typical cases of strategy use by student teachers in dialogic lesson-planning discussion

From: Dialogic discussion as a platform for constructing knowledge: student-teachers’ interaction patterns and strategies in learning to teach English

*Strategies*	*Substrategies*	*Definition*	*Example*
Defining procedures	Pro-nar	Narrating what they will be doing in the lesson	Just let them call me Mrs. Ravi. I don’t need one Indian student to make fun of my name. I’ll write my name on board.
Defining procedures	Pro-cla	Making clarifications	“Who’s going to observe the pupils?” “You see you can take turns, you know.”
Organising	Org-tim	Organising time	“You know you can take a bit less because the Icebreaker is not your focal point.”
	Org-tas	Organising tasks	“No, I think it’s better for her to do the Icebreaker because the next session after mine is yours.”
	org-mat	Organising materials	“Maybe I don’t need this idea of punishment.”
	Org-res	Organising resources and aids	“The tape-recorder must be a really powerful one. It can’t be this one. Bring our own.”
	Org-spa	Organising space utilisation	“We have 16 pupils. Are we going to put the chairs and desks in a semicircle?”
Rehearsing	Reh-ora	Rehearsing oral teacher talk	“Then we will just gradually move on to the next set of questions. We’ll say, ‘so you will pick and read the questions themselves or we will just take it from them and we ask.’”
Rehearsing	Reh-que	Rehearsing questions	“We need to read out the questions. ‘Who’s your favourite star?’”
Reviewing	Rev-rec	Recapitulating what has been discussed so far, usually to arrive at a consensus	“After Icebreaker come out and talk to the whole class. Icebreaker we don’t need to do or write anything.”
	Rev-wok	Checking workbook guidelines	“So you have a set of questions that you’re supposed to write, right.” “Where is it?” “Page 28 [PE Workbook], case study instructions.”
	Rev-cor	Correcting	“No, no, this is not the two people. It’s when they would be writing. This is different. Here you just observe as many as you can, what their response is.”
Anticipating	Ant-the	Anticipating a future scenario (if-then)	If students come in a bit early start giving them files and name tags instead of being so rigid—can save time.”
	Ant-cav	Anticipating caveats regarding plans	“Don’t worry too far. Play by ear. This one ok.” Depends on class, not now.”
	Ant-res	Anticipating results or outcomes	“At least we know whether they want to talk or not.”

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