This article reports on the findings from a technology-enhanced teacher learning project where the SETTVEO app (Self Evaluation of Teacher Talk through Video Enhanced Observation) was used to support teachers’ reflective practices and professional development. Participants in the project were a group of 40 student teachers (ST) from Hong Kong, who took part in a teaching practicum taught online owing to COVID-19 restrictions. They formed online professional learning communities (PLCs) with peers and tutors, shared their class recordings (tagged using the on SETTVEO app), and reflected on their teaching through weekly discussions. This study aims to characterize teacher learning mediated by video technology and dialogue, and to evaluate the impact of the app on STs’ reflective practices and emerging Classroom Interactional Competence (CIC, Walsh 2013). In this article, we focus on an individual ST's development over a period of eight weeks. Two sources of data are transcribed and analysed using an applied Conversation Analysis (CA) method: the first records the teacher's interactions while teaching, the second their dialogic reflections based on observations of these class recordings. Findings from the study enhance our understandings of the role of technology in influencing classroom practice and highlight its importance in promoting teacher noticing and professional development. © The Author(s) 2023.

Adopting a sociocultural perspective, this paper reports on a case study that examined how a dialogic approach contributed to Hong Kong English teachers' professional development in methods of vocabulary instruction. Data were drawn from interviews, lesson observations, professional dialogues, and reflective writing to present two in-depth contrasting cases. While one teacher reported marked change in her beliefs and practice, the other adapted her practice minimally despite reporting belief changes. The findings revealed the role of dialogic reflection in facilitating professional learning and noted the potential impact of Chinese culture on teachers' dialogic reflection. Further, they showed that changes in practice are mediated by internalising new ideas, linking teacher beliefs with clear goals and contextual factors including institutional policies, time constraints, and learner feedback. Teachers' verbal participation in professional dialogues, for example, showing agreement with the suggestions of others, was insufficient for generating changes in practices. Implications, including the important roles of reflexivity and sociocultural contexts in teacher professional development programmes, along with directions for future research, are considered. • Social interaction and idea internalisation contribute to teacher development. • Exploring beliefs based on multiple lenses fosters professional development. • Change in practice is affected by beliefs, reflexivity, and contextual factors. • Only overt verbal participation in professional dialogues does not assure change. • Culture plays a significant role in teachers' dialogic exchanges of views. Copyright © 2022 Elsevier.

There are increasing opportunities in many countries for pre-service teachers to engage in a transnational school-based experience as part of study abroad programmes. The transformative potential of such transnational teaching experiences is recorded in research studies, often supported by data from participant surveys. However, there has been a lack of evidence investigating shifts in professional understanding derived from such experiences. This qualitative study addresses this issue by exploring the perspectives of 16 pre-service teachers of English as a Second Language from Hong Kong, who engaged in transnational teaching activities with primary school pupils in Australia during their study abroad programme. Discourse analysis of participants' dialogues traces how they encountered conflicting Discourses of 'student-centredness' in the Australian classroom. Reflecting dialogically on their experiences led participants to negotiate and reframe their understandings of language teaching pedagogy and themselves as language teachers. The findings demonstrate the importance of both peer and lecturer feedback into the process of dialogic reflection and the need for more longitudinal research into the impact of transnational school-based experience in pre-service teacher education.
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http://dx.doi.org/10.1080/02607476.2012.668778]