Arbeitsanweisungen zu Videomitschnitten in digitalen Lehrendenbildungskonferenzen

Abstract

The article investigates how digital conferences are interactionally accomplished by the participants in an international education and training project for teachers of German as a Foreign Language. From the perspective of multimodal conversation analysis, we focus on how the moderator transforms the model for working with the recorded lessons into instructions to the teachers in the ongoing conference and how the teachers subsequently orient their contributions to the instructions. It is seen that the moderator’s instructions increasingly depart from the model and accommodate the teachers’ work practices. In addition, the teachers and the project assistant repeatedly display uncertainty about how to deal with the video recordings during the discussion. The study suggests that specific and detailed training on video data needs to be incorporated in educational programs aiming to qualify teachers to conduct analyses of classroom interaction. Such training is indispensable as a measure to cultivate the teachers’ professional vision.