Turning Feedback into “Reflect-Ables”: Conversation Analysis of Teacher Education in Japan and South Korea (IMAGE)
Caption
Teacher educators guide student reflection by transforming specific microteaching moments into “reflect-ables,” using gestures, notes, and interactive discussion to co-construct professional learning opportunities. This approach highlights how feedback functions as a collaborative, reflective practice rather than a simple evaluation.
Credit
Eunseok Ro from Pusan National University, South Korea, and Mika Ishino from Doshisha University, Japan
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