Zurückweisung von kritischem Feedback in der (Fremdsprachen-)Lehrerbildung

Abstract

This article deals with the interactional processes of teachers of German as a foreign language in international video conferences as part of teacher training. The study aims to reveal and identify patterns through a multimodal microanalysis which describes how critical feedback is negotiated in case of non-acceptance, and to deduce subsequently implications for feedback in virtual training contexts. Keywords (Englisch): Negative feedback, non-acceptance of critical feedback, multimodal conversation analysis, (language) teacher training, videoconferencing