Feedback is central to teacher education, yet little is known about how it can be delivered in real-time. A new study of language teacher education in Japan and South Korea shows how educators transform feedback into “reflect-ables”: concrete moments from microteaching that prompt reflection and guide professional growth. The researchers, using conversation analysis, demonstrate how feedback practices not only help assess teaching but also create opportunities for developing classroom interactional competence.

When starting college, many young people report adopting pro-environmental behaviors such as active travel (e.g. walking, biking) and reduced meat consumption, so targeted interventions in these transition moments could be especially effective.