Interaction management as a tool for pre-service teacher training: Initial reflections on a case study

Abstract

This article analyzes how a pre-service teacher of Italian as a foreign language manages interactions in which, contravening the task assigned by the teacher, students deritualize the teaching scenario and claim their role as I-subjects over their role as I-students. The theoretical framework that supports this study is action-oriented and uses interaction analysis as a professional training strategy. The reflections that arise from this case study show that observation of such interactions can be a useful tool for reflecting on teaching and serve as input for teacher training. Learning activities in line with the syllabus and the students’ needs and that present meaningful communicative situations associated with the learning goals should be proposed. In addition, the ex-post analysis of the interactions allowed the participant teacher to reflect on and become aware of her practices.