Relating Pre-service Teachers' Language-related Biographical Experiences with their Noticing of Linguistically Diverse Classroom Situations - Stimulated Recall (SUF edition)

Full edition for scientific use. This study explores the relationship between pre-service teachers' language-related biographical experiences and their noticing of linguistically diverse classroom situations. The sample consists of secondary education pre-service teachers from the University of Vienna. Data collection involved a three-part questionnaire and retrospective interviews using stimulated recall. The first part of the questionnaire elicited participants' language-related biographical experiences, encouraging reflection on their personal experiences with linguistic diversity. In the second part, participants analyzed two video clips depicting linguistically diverse classroom situations and evaluated how language use affected student learning. The final part of the questionnaire gathered demographic data, including participants' home languages, study subjects, and experience with multilingual education. Additionally, retrospective interviews with a subset of participants were conducted using stimulated recall to examine how their language-related biographical experiences shaped their perceptions of the classroom situations. During the interviews, participants reflected on their thought processes while completing the questionnaire. By investigating these connections, this study provides insights into how pre-service teachers' personal language-related biographical experiences affect their noticing of linguistically diverse contexts, offering valuable implications for improving teacher education programs designed to enhance teaching in multilingual classrooms. This is the data set from the stimulated recall.供科研使用的完整版数据集。本研究旨在探究职前教师(pre-service teachers)的语言相关人生经历，与其辨识语言多元课堂情境的能力之间的关联。本研究的样本取自维也纳大学的中学教育方向职前教师。数据收集采用三部分式问卷与刺激回忆(stimulated recall)式回溯访谈两种方式。问卷第一部分用于收集参与者的语言相关人生经历，引导其反思自身与语言多样性相关的个人体验。第二部分中，参与者需分析两段展现语言多元课堂情境的视频片段，并评估语言使用对学生学习产生的影响。问卷最后一部分用于收集人口统计学数据，涵盖参与者的母语、主修学科以及多语教育相关经历。此外，本研究还针对部分子样本参与者开展了刺激回忆式回溯访谈，以探究其语言相关人生经历如何塑造其对课堂情境的认知。访谈过程中，参与者需回顾其填写问卷时的思维过程。通过对上述关联的探究，本研究揭示了职前教师的个人语言相关人生经历如何影响其对语言多元情境的辨识能力，为优化旨在提升多语课堂教学质量的教师教育项目提供了重要参考依据。本数据集即来源于该刺激回忆研究环节。