Vysokoškolská výuka interakce ve třídě: pohled konverzační analýzy

The ability to manage classroom interactions is considered a key element in professional teaching practices. Within the Czech teacher education context, however, classroom interaction as a subject matter has been often discussed only in terms of implications and without a sound theoretical basis. In this article, we therefore propose Conversation Analysis as both a possible theoretical framework and a set of methods for studying ongoing interactions. We first utilize a transcript from a classroom to demonstrate the main theoretical underpinnings and concepts, discussing the benefits of conducting Conversation Analysis as opposed to other existing approaches to analyzing classroom video-recordings. We then briefly present and evaluate a preparatory graduate course rooted in Conversation Analysis. Following a questionnaire survey and student reflective essays, the course evaluation revealed that despite reservations regarding the necessity of transcribing recordings, students deemed Conversation Analysis useful, and that overall the course can be considered beneficial for their professional development.