Learning from professional conversation: A conversation analysis study

Okeke, Charity C.; Westhuizen, Gert van der

doi:10.15700/saje.v40n1a1777

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…A study by Msomi, Van der Westhuizen and Steenekamp (2016) established how workplace conversations provide opportunities for novice teachers to learn and improve their teaching experiences with colleagues. Professional conversation, however, involves intentionally organised formal and informal talks between education professionals on educational matters (Timperley, 2015), which include aspects of deliberate reflection, inquiry, testing and sharing thoughts (Msomi et al, 2016;Okeke & Van der Westhuizen, 2020).…”

Section: Subtheme 2: Sharing the Experiences With Colleaguesmentioning

confidence: 99%

Teachers’ lived experiences of school violence and their coping strategies

2024

Pie

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School violence 1 perpetrated against teachers is becoming a scourge in South African schools, and as a result, teachers feel stressed, depressed, unsafe and demotivated to continue teaching. This problem, which has had a severely negative impact on the quality of teaching and learning, has also permeated the entire educational system in South Africa. Hence, the emergence of this study, which applied the routine activity theory also to investigate factors influencing perpetrators (learners) to target their victims (teachers) in the absence of capable guardians. This qualitative study adopted a phenomenological case study design to establish teachers' lived experiences of school violence and their coping strategies to improve teaching experiences. The sample size comprised eight purposively selected high school teachers who had experienced at least one form of violence at a school in the Free State Province. Data were collected via audio recordings during face-to-face semi-structured interviews, which were then transcribed and analysed following Braune and Clarke's thematic analysis approach. The findings indicate that the teachers interviewed were emotionally stressed and demotivated by their experiences of school violence. Additionally, data revealed that the teachers in the study expressed strong feelings of insecurity and disappointment with the teaching profession. Regarding teachers' coping strategies, the findings indicate that school-based counselling services and sharing experiences with colleagues help to alleviate the influences of school violence. It is recommended that incidents of school violence experienced by teachers be reduced or even eliminated if all relevant stakeholders consider the coping strategies.

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Section: Subtheme 2: Sharing the Experiences With Colleaguesmentioning

confidence: 99%

Teachers’ lived experiences of school violence and their coping strategies

2024

Pie

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“…The messages become muddled and the dialogue becomes meaningless when two or more people are speaking at once. Turn-taking, according to [7], is the way that players use turns and maintain one party's conversation t a time. In addition, turn-taking occurs when control is not fixed and the other side assumes control.…”

Section: Introductionmentioning

confidence: 99%

“…When two or more participants are talking at the same time, the messages become unclear and the communication becomes meaningless. According to [7], turn-taking is how the participants use turns and preserve one party's talk at a time. In addition, turn-taking is the situation when unfixed control occurs and the other party takes over the control.…”

Section: Introductionmentioning

confidence: 99%

Turn-Taking Analysis on Students’ Debate: Conversation Analysis

Jelimun,

Ekalia,

Susanto

et al. 2023

Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 20

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In the conversation, normally the participants do not pay attention or are aware of the turn-taking that each one should consider. Therefore, the objective of this study was to investigate turn-taking patterns which are IRF (Initiation-Response-Feedback) in students' NUDC. The participants of this study were the NUDC teams from classes 2020A and 2021C of the English Study Program of UNIKA St. Paulus, Ruteng. The data were collected using the qualitative method to describe the IRF pattern in students' debates. The procedure for collecting the data was recording the debate, transcribing the spoken text, and analyzing and identifying the IRF pattern used by each debater. The result of the study was the dominant pattern used is IRF with 12 times (44.4%), the second is I with 8 times (29.6%, the third is RF with 6 times (22.2%), while the lowest is IR with only used one time (3.7%). The recommendation for the next researchers is to study the correlation between understanding the debate motion and turn-taking in debate.

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