Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction

Figures & data

Figure 1. Practicum tagset in VEO.

Figure 2. Visual output from annotated lesson videos (frequency of tags).

Figure 3. Data collection procedure in the project.

Figure 4. Discursive timeline analysis.

Figure 6. The VEO screen the participants see as they watch the sequence in extract 1 together.

Table

.	final falling intonation
,	continuing intonation
?	interrogative intonation
↑	rising intonation
↓	falling intonation
hhh	outbreath
.hhh	inbreath
what	word emphasis
>what<	speech that is quicker than the surrounding talk
<what>	speech that is slower than the surrounding talk
WHAT	speech that is louder than the surrounding talk
wha:t	prolonged vowel or consonant
wha-	cut-off word
(what)	uncertain hearing
[what]	overlapping talk
=	no break between utterances or units of talk
((incorrect))	transcriber’s comments
(1.5)	silence in seconds
(.)	micro pause
+%÷*	Each participant in an extract is assigned a symbol. The symbol in a line of talk indicates the beginning/end of a focal embodied action that is explained underneath the line for talk.
TG	Gaze of the participant is marked in this line.
T	Other embodied actions of the participant are marked in this line.
*-> ->*	Action continues across subsequent lines until the same symbol is reached.