ABSTRACT
This chapter focuses on spoken reflection in different teacher education contexts. Written journals or diaries vary considerably in the way they are used. They are not one-off records and can involve dialogue and collaboration and, in some cases, prompt spoken reflection. Farrell has provided an extensive review of studies that consider the nature and value of reflection, and reveals that discussion, in some form, is particularly highly valued. Writing continues to be the usual basis for assessment of reflection. Research specific to second language teacher education (SLTE) has identified core features of post-observation conferences (POCs), including the prevalence of a transmission style and 'directive' feedback. Video encourages a focus on the concrete details and events of classroom practice, taking the trainee teacher back into a teaching moment, incident, choice or decision. There are a number of distinct 'moves' which peers can use in the role of 'Understander' in order to support the spoken reflection of the 'Speaker'.
