A comparative conversation analytic study on pre-service teachers' trouble design in micro teachings and actual troubles in pre-school efl classrooms

Micro-teaching has been a widely utilized technique in teacher training programs, and a considerable amount of research has been published on micro-teaching practices. However, there has been little research involving actual-teaching practices besides micro-teaching in the investigation process in a comparative manner. Considering this lack of literature by adopting a conversation analysis informed teacher training framework (i.e., IMDAT) that aspires to pre-service teachers‟ classroom interactional competence, 50 English pre-service teachers' both micro-teaching performances in the faculty classrooms and actual-teaching performances in preschool classrooms were video-recorded within the scope of an obligatory course named Teaching English to Young Learners. A data-driven and line-by-line multimodal conversation analysis of the 37-hour data revealed a previously unexplored phenomenon named as designed troubles. Accordingly, the conformity of the troubles in micro-teaching sessions designed by the pre-service teachers with the preschool students' actual troubles was investigated in this study. Consequently, the study has shown that the pre-service teachers' knowledge of the interactional architecture of real classrooms and the interactional repertoires of the student profile is inextricably intertwined with the authenticity of the designed troubles and micro-teaching practices. Moreover, the study found that the pre-service teachers were confronted with more various trouble types and utilized numerous interactional resources in their actual-teachings. Therefore, this study underlines the significance of integrating classroom interactional patterns into the teacher training programs to raise the pre-service teachers' awareness of classroom language and prepare them for the potential interactional troubles they might encounter during their future careers.