Teachers operationalize various strategies to deal with lack of student participation in classroom interaction. Using longitudinal conversation analysis, this study examines three pre-service teachers’ orientations to their co-teaching in their reflections. I describe how the co-teaching pre-service teachers problematize the lack of student participation and attempt to resolve it. For this purpose, they orient to a turn allocation strategy, individual nomination, to elicit responses to their unanswered questions. I focus on the emergence and routinization of this strategy in five weeks in their reflections. The co-teachers’ use of language in reflection sessions established the strategy as a shared practice. On the other hand, they used first-person plural and second-person singular pronouns when divergences occurred among group members. The findings suggest reflective sessions that PSTs engage in are integral to their professional development. The findings bring insights into the understanding of collaborative decision-making in reflective talk sessions.

中文翻译：

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反思性谈话教学的方向：纵向跟踪联合教学职前教师的反思

教师采取各种策略来解决学生参与课堂互动不足的问题。本研究利用纵向对话分析，考察了三位职前教师在反思中对共同教学的定位。我描述了共同教学的职前教师如何解决学生参与不足的问题并试图解决它。为此，他们采用轮流分配策略、个人提名，以引出对未回答问题的答复。我在他们的反思中重点关注了这一策略在五周内的出现和例行化。共同教师在反思会议中使用的语言将该策略确立为一种共同的实践。另一方面，当群体成员之间出现分歧时，他们使用第一人称复数和第二人称单数代词。研究结果表明，PST 参加的反思会议是其专业发展不可或缺的一部分。这些发现使人们深入了解反思性谈话会议中的协作决策。