This article focuses on how the correction practices of pre-service teachers change over a one-year period. This multimodal, longitudinal conversation analytic study is based on recordings of 22 EFL (English as a foreign language) classes taught by two pre-service teachers in lower secondary schools during their initial and final school placements. Several changes in the correction practices were observed in the final school placements: the pre-service teachers (1) used teacher-initiated student self-correction more frequently, (2) displayed no verbal orientation and less visual orientation to the teaching material, and (3) engaged more in clueing and pointing at inscriptions on the board. These findings document a shift from a rather mechanistic orientation to the teaching materials during the initial school placement to an orientation to the underlying structures and knowledge, and thus student understanding, during their final school placements.

本文重点关注职前教师的矫正实践在一年的时间里是如何变化的。这项多模式纵向会话分析研究基于两名初中职前教师在初始和最终学校实习期间教授的 22 节 EFL（英语作为外语）课程的录音。在最终的学校安置中观察到纠正做法的一些变化：职前教师 (1) 更频繁地使用教师发起的学生自我纠正，(2) 没有表现出对教材的语言指导和较少的视觉指导，以及(3)更多地从事线索和指点板上的铭文。