Eıne Studıe Zur Forderung Der Interaktıonskompetenz Von Angehenden Daf-Lehrkrӓften
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In foreign language didactics, there is a tendency from a teacher-centered approach to a learner-centered and action-oriented learning process. In this respect, Classroom Interactional Competence (CIC) emerges as a key concept for foreign language teachers. In this context, German as a Foreign Language (GFL) teachers should be made aware of classroom interaction, teacher talk, specifically constructive vs. obstructive effects of interactional features during the field experience. This research reports on a case study that examined the effects of incorporating an approach into the practicum phase of eight prospective GFL teachers. The teachers were administered a questionnaire before and after the practicum to determine their perceptions regarding interactional features and the concept of CIC. Upon this, they received training on them through the SETT framework. Therefore, the study also investigated whether the training resulted in a change in their perceptions. For this reason, they wrote reflections at regular intervals. In addition, their reflections were collected through an evaluation form and interviews. Results indicate that the teacher candidates‘ interactional skills clearly improved over the course of the training in which interactional practices were reported to be used systematically. Accordingly, contributions to their professional development were seen in their evaluations and reflections. Furthermore, they made constructive suggestions for the re-planning of the field experience according to the SETT framework, which suggests that they are convinced of the necessity and usefulness of this training for the education of future foreign language teachers. Keywords: Interactional competence, GFL teacher education, interactional features, SETT-framework, professional development.