The presented study aspires to utilize the gradually validated immense potential of collaborative immersive virtual environments (CIVEs) in higher education when designing and conducting geography lessons. These particular lessons focused on hypsography. A Research through Design approach and relevant qualitative methodology were used as we engaged two groups of domain experts (experienced geography teachers) to validate both the learning scenarios and the virtual environment we used. The lessons were administered via eDIVE—a novel platform for collaborative learning and teaching in virtual reality of our own design. The teachers underwent a hypsography virtual lesson and were randomly divided into two groups to be compared, which differed in the level of structure given to the lesson (one group received detailed instructions on what task they were to solve, while the other was given a free hand in exploring the environment and activities it afforded). The teachers’ experiences were then summarized in a post-lesson reflection and a subsequent focus group following the tasks. The participants’ expertise allowed insights to be gained into their first-hand experience as students, as well as their expert view of the lesson from an educational point of view. Virtual reality’s implementation into teaching practice was the key topic of the discussion.

The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

Interakce mezi spolužáky (např. během práce ve dvojicích nebo ve skupinách) představuje v českých pedagogických vědách jednu z dosud málo probádaných oblastí. V této přehledové studii proto představujeme konverzační analýzu, která poskytuje teoretický a metodologický rámec pro zkoumání probíhající interakce, a poté na základě 28 zahraničních konverzačněanalytických studií vybraných z databáze Scopus podáváme přehled o stavu zahraničního výzkumu v oblasti interakce mezi spolužáky. I když se většina studií zabývá výukou cizích jazyků a pochází z vysokého školství, existují také studie z nižších stupňů vzdělávání a z jiných vyučovacích předmětů. Studie ukazují, jak spolužáci plánují a řeší zadané úlohy, jak během takové interakce dochází k učení se (včetně osvojování cizího jazyka a rozvoje interakční kompetence u žáků a studentů), jak vrstevníci jeden druhého vyučují a jak spolužáci v interakci používají tělesné, jazykové nebo materiální prostředky. Ze studií vyplývá, že interakce typicky probíhá nelineárně a dynamicky. Tato zaměření výzkumu v závěru konfrontujeme s některými pedagogickými a psychologickými pohledy na výuku a diskutujeme o vztahu konverzační analýzy a pedagogického výzkumu.

Exposed correction can be seen as a tool whose use on the one hand temporarily stops the progressivity of the talk, but at the same time makes it possible for the speakers in interaction to clarify problems that have occurred, both in mundane conversation and institutional talk. Using conversation analysis, a dataset of 18 teaching hours (1585 minutes of video-recordings of whole-class work in total) was examined to identify and describe the practices used by learners and teachers in English as a foreign language (EFL) classrooms when conducting exposed correction. The analysis shows that in exposed correction sequences there seems to be a requirement for the learners to produce a reaction to teacher correction. While learners typically repeat the correct form after the teacher has corrected them in a correction sequence that the learners initiated by displaying trouble producing the target language form, teacher-initiated sequences tend to generate minimal post-expansion on the part of the learners. When no student response comes, the teacher may expand the correction sequence.