From Observation to Reflection – The Interactive Emergence of Profes-sional Reflections on a German Lesson

Abstract

In this article, I aim at showing how students use and reflect on knowledge in a university setting of research-based learning. The focus will be on an interaction between three students exchanging views on a written ethnographic observation protocol of a German lesson in a primary school. In this interaction, the students engage in different evaluation practices. Within a conversation ana-lytical framework, the evaluation practices allow to reconstruct the knowledge re-sources the student rely on in conversation. As the interaction progresses, knowledge evolves from being a resource for evaluation to becoming the topic of the conversation and, thus, an object of reflection. The analysis which is part of a larger study allows conclusions about the learning potentials of such research-based seminar settings in the context of teacher education in the field of German.