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Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations
16 references·0 citing·34 second hop
Two Mentor Practices that Generate Teacher Reflection without Explicit Solicitations: Some Preliminary Considerations (2013)Two Mentor Practices that Generate Teache…Applied Conversation Analysis (2011)Applied Conversation AnalysisSecond language teacher education: Review of recent research on practice (2010)Second language teacher educa…Conversation Analysis and Second Language Pedagogy (2010)Conversation Analysis and Sec…Reflection and professional identity in teachers’ future-oriented discourse (2008)Reflection and professional i…The language teacher's development (2005)The language teacher's develo…Prompting Action: The Stand-Alone "So" in Ordinary Conversation (2004)Prompting Action: The Stand-A…An analysis of mentoring conversations with beginning teachers: suggestions and responses (2004)An analysis of mentoring conv…Instructional Supervision: Applying Tools and Concepts (2002)Instructional Supervision: Ap…Talk, Work and Institutional Order (1999)Talk, Work and Institutional …Qualitative research : theory, method and practice (1997)Qualitative research : theory…Asian journal of English language teaching (1996)Asian journal of English lang…Conversation Analysis (1995)Conversation AnalysisTalk at Work: Interaction in Institutional Settings. (1994)Talk at Work: Interaction in …Caveat Speaker: Preliminary Notes on Recipient Topic-Shift Implicature (1993)Caveat Speaker: Preliminary N…Training Foreign Language Teachers: A Reflective Approach (1992)Training Foreign Language Tea…A simplest systematics for the organization of turn-taking for conversation (1974)A simplest systematics for th…Studies in Ethnomethodology. (1968)A simplest systematics for the organization of turn-taking for conversation (1974)The Terms of Agreement: Indexing Epistemic Authority and Subordination in Talk-in-Interaction (2005)Sequence Organization in Interaction: A Primer in Conversation Analysis (2007)Stance, Alignment, and Affiliation During Storytelling: When Nodding Is a Token of Affiliation (2008)On stepwise transition from talk about a trouble to inappropriately next-positioned matters (1985)Between and within: Alternative sequential treatments of continuers and assessments (1986)Lectures on Conversation (1995)Confirming Allusions: Toward an Empirical Account of Action (1996)The epistemics of social relations: Owning grandchildren (2006)Using thematic analysis in psychology (2006)Document Analysis as a Qualitative Research Method (2009)One size fits all? What counts as quality practice in (reflexive) thematic analysis? (2020)The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching (1994)Understanding language teaching: from method to postmethod (2006)Theory and Practice in Language Studies (2012)Action and embodiment within situated human interaction (2000)The Dialogical Self: Toward a Theory of Personal and Cultural Positioning (2001)The Ecology and Semiotics of Language Learning (2004)Proficiency and Sequential Organization of L2 Requests (2011)The (In)Authenticity of Simulated Talk: Comparing Role-Played and Actual Interaction and the Implications for Communication Training (2013)The Conversation Analytic Role-play Method (CARM): A Method for Training Communication Skills as an Alternative to Simulated Role-play (2014)Politeness, Power and Provocation: How Humour Functions in the Workplace (2000)Society and Discourse: How Social Contexts Influence Text and Talk (2009)Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise (2011)Beyond the Qualitative Interview: Data Preparation and Transcription (2003)Discourse (2005)Deontic Authority in Interaction: The Right to Announce, Propose, and Decide (2012)Language style as audience design (1984)Professional Vision (1994)What Is Agency? (1998)Theorizing Language Teacher Identity: Three Perspectives and Beyond (2005)Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices (2013)TBLT implementation and evaluation: A meta-analysis (2017)
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References

  • 1974A simplest systematics for the organization of turn-taking for conversation8,708 cited
  • 1997Qualitative research : theory, method and practice4,207 cited
  • 1994Talk at Work: Interaction in Institutional Settings.1,872 cited
  • 1992Training Foreign Language Teachers: A Reflective Approach902 cited
  • 1995Conversation Analysis711 cited
  • 1999Talk, Work and Institutional Order528 cited
  • 2004Prompting Action: The Stand-Alone "So" in Ordinary Conversation382 cited
  • 1993Caveat Speaker: Preliminary Notes on Recipient Topic-Shift Implicature380 cited
  • 2011Applied Conversation Analysis338 cited
  • 1996Asian journal of English language teaching312 cited
  • 2010Second language teacher education: Review of recent research on practice261 cited
  • 2005The language teacher's development252 cited
  • 2002Instructional Supervision: Applying Tools and Concepts245 cited
  • 2008Reflection and professional identity in teachers’ future-oriented discourse225 cited
  • 2010Conversation Analysis and Second Language Pedagogy216 cited
  • 2004An analysis of mentoring conversations with beginning teachers: suggestions and responses

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