2026 Theses Doctoral

A Micro-Reflective Approach to Preparing TESOL Teachers in Post-Observation Meetings

Carpenter, Lauren B.

This dissertation explores a micro-reflective, conversation-analytic intervention for the preparation of TESOL (Teaching English to Speakers of Other Languages) teachers during post-observation meetings. The research question addresses how micro-reflection is collaboratively achieved by supervisors (SUPs) and TESOL P-12 student teachers (STs) during post-observation meetings (POMs) that employ the micro-reflective framework called FAB (Waring & Creider, 2021). POMs between three supervisors and six student teachers where FAB was implemented were video-recorded and transcribed.

The data were then analyzed using Conversation Analysis (CA) to understand exactly how micro-reflection takes place in interaction. Findings show that micro-reflection in POM talk has unique sequential features (launching the collaborative viewing, noticing and replaying, and considering implications). Furthermore, over time, SUPs cultivate STs’ micro-reflective stance by demonstrating exploration and evidence-based analysis and refocusing non-micro-reflective contributions. SUP supports are removed as STs become more adept at micro-reflection. Overall, micro-reflection provides a ST-centered approach to fostering deep professional and pedagogical insights based on exploration and evidence-based analyses instead of evaluation and speculation.