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Studies have documented the importance of dialogic classroom discourse for supporting academic outcomes such as reading comprehension and vocabulary development. This study examines the relationship between teacher talk during whole-classroom discussions in 42 classrooms and post-discussion persuasive essays from students in grades four through seven (n = 471). Teacher talk was coded by type of question (contestable, semi-open, or quiz-like) and teachers' follow-ups (prompting, pressing for reasoning, active listening), and further categorized as indicating either high or low levels of dialogic talk. Multilevel modeling that accounts for student participation rate, discussion topic, and students' demographic information shows that high dialogic teacher talk positively predicts students’ persuasive essay scores, while low dialogic teacher talk negatively predicts their scores. The study supports existing hypotheses about the role of teacher dialogic talk in whole-class settings. 相似文献
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This study explores how 4th and 5th grade teachers’ reflective practice developed as they participated in a remote video-based coaching intervention to implement dialogic classroom text discussions. Drawing on a professional vision framework, we analyzed teachers’ verbal and written reflections to examine how teachers’ noticing and reasoning about their videoed classroom interactions developed over time. Findings suggest teachers became more focused on the connection between their discussion moves and students’ thinking in video, and their reasoning about these interactions became more interpretive and in-depth over time. Implications for research on how teachers learn dialogic pedagogies are discussed. 相似文献
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Shirley Simon Stuart Naylor Brenda Keogh Jane Maloney Brigid Downing 《International Journal of Science Education》2013,35(9):1229-1248
Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children’s talk and engagement in science. The study was carried out with sixteen teachers of children aged 7–11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children’s motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective. 相似文献
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Operational,interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics 
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下载免费PDF全文 While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practice and interaction, we define norms as recurrent and socially obligating patterns of, and rationales for, behaviour in a particular social practice. We then examine empirically what and how (new) norms associated with this type of pedagogy are manifest in classroom discursive activity by examining talk across 21 school mathematics lessons by 12 teachers implementing a dialogic intervention. While there is a clear distinction between surface norms and underlying rationales, and a consistent set of surface norms relating to classroom talk can be identified, deeper analysis finds norms to be multi‐dimensional. We illustrate how a surface norm, such as ‘Respect others’ ideas’, can be enunciated in terms of multiple underlying rationales which we term operational, interpersonal, discussional and ideational. Our findings shed new light on why the dialogic intentions of such interventions are often realised in a superficial way. We further examine the ways in which teachers hold students and themselves accountable to the ideational dimension—the dimension that relates to taking students’ ideas seriously in classroom dialogue. 相似文献
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Valerie Coultas 《English in Education》2012,46(2):175-189
This paper aims to begin a discussion about why teachers may face some dilemmas when they try to set up talk and small group collaborative learning in the classroom. This is a preliminary evaluation of some of the published literature and the issues arising from my own perspective as a school teacher and a teacher educator.The discussion is part of a wider study of teachers’ dilemmas with classroom talk. I am also investigating what teachers say about classroom talk through interviews to find out what they consider to be the challenges. But, in this paper, I am simply aiming to set the scene and outline some initial issues. For the purpose of this discussion I have decided to present the paper into two parts. The first part highlights some of the issues identified by writers and researchers on talk in the academic literature. The second part considers areas that teachers and beginning teachers tend to raise when discussing this issue informally from a professional perspective. Obviously a fusion of these concerns is desirable and the final part of the paper looks at a piece of research that begins to bridge the divide between these two. 相似文献
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For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice. 相似文献
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The purpose of this study was to investigate the various roles that early elementary teachers adopt when questioning, to scaffold dialogic interaction and students’ cognitive responses for argumentative practices over time. Teacher questioning is a pivotal contributing factor that shapes the role teachers play in promoting dialogic interaction in argumentative practice and that different roles serve different functions for promoting students’ conceptual understanding. The multiple-case study was designed as a follow-up study after a 4-year professional development program that emphasized an argument-based inquiry approach. Data sources included 30 lessons focusing on whole class discussion from three early elementary teachers’ classes. Data were analyzed through two approaches: (1) constant comparative method and (2) enumerative approach. This study conceptualized four critical roles of teacher questioning—dispenser, moderator, coach, and participant—in light of the ownership of ideas and activities. The findings revealed two salient changes in teachers’ use of questions and the relationships between teachers’ question-asking and students’ cognitive responses: (1) teachers increasingly used multiple roles in establishing argumentative discourse as they persistently implemented an argument-based inquiry approach, and (2) as teachers used multiple roles in establishing patterns of questioning and framing classroom interactions, higher levels of student cognitive responses were promoted. This study suggests that an essential component of teacher professional development should include the study of the various roles that teachers can play when questioning for establishing dialogic interaction in argumentation and that this development should consist of ongoing training with systematic support. 相似文献
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This paper sets out to investigate (i) gender differences in whole class classroom interaction with a sample of teachers who were not using interactive whiteboards (IWBs) in their lessons; and (ii) the short‐term and longer term impact of IWB use upon gender differences in classroom interaction. The study focused upon teacher–student interaction at Key Stage 2 in the teaching of literacy and numeracy in English primary schools. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. Using a computerized observation schedule, 144 lessons were observed over a two‐year period. The findings concur with other research which has found that boys dominate classroom interaction in terms of the frequency of certain discourse moves. The average length of each move did not vary significantly between boys and girls. Frequency dominance was disproportionately stronger in classes with a high percentage of boys in class, and was also stronger in lessons where whiteboards were used. Understanding how interaction varies in the classroom, and how new technology might affect this interaction, has important implications for teachers, researchers and future research priorities. 相似文献
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Betina Hsieh 《Teachers and Teaching》2013,19(2):178-190
Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher professional identity orientations (self, classroom, and dialogic) and the implications of each orientation on a teacher’s professional identity and classroom practice. While each focal teacher featured in the study drew from similar sources of professional identity (experiences as students, classroom practical experience, and theory/research), the teachers varied in the degree of importance accorded to each identity source. This variation led to differences in approach to their roles as teachers as well as differences in their work with students. Using a qualitative, comparative case study methodology to highlight features of each professional identity orientation, this study provides evidence of discourse related to each orientation and discusses implications of identity orientation in each case study teacher’s classroom practice. After the discussion and analysis of the data, the author offers recommendations for teacher educators (pre-service and in-service) and researchers related to understandings of professional identity development and implications for the work of pre-service teacher education and continuing professional development. 相似文献
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教师话语贯穿于课堂教学的整个过程,不仅是教师完成教学计划的辅助工具,更是课堂语言输入的主要来源,在教师进行课堂教学及学生完成语言习得的过程中具有至关重要的作用。因此,开展教师话语研究具有重要的指导意义及实践价值。通过对上海市中等职业学校教师教学法改革交流评优活动参赛课(公共英语组)中评选出的优秀获奖课和未获奖课之间的教师话语进行对比分析,研究这两类课在教师话语方面的差异,从而揭示中职英语优质课教师话语的使用特点,并希望以此促使中职英语教师更多的关注并优化英语课堂上的教师话语,提高课堂教学质量。 相似文献
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This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. 相似文献
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Cristina G. Reynaga-Peña Marisol Sandoval-Ríos José Torres-Frías Carolina López-Suero Adrián Lozano Garza Maribel Dessens Félix 《师资教育杂志》2018,44(1):44-57
AbstractThis paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere. 相似文献
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《British Educational Research Journal》2006,32(3):443-457
The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher—pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two‐year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered. 相似文献
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Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk 下载免费PDF全文
下载免费PDF全文 This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students. 相似文献
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Melissa Glackin 《British Journal of Sociology of Education》2018,39(1):61-76
Drawing on qualitative data, this article presents an analysis of six secondary science teachers’ expectations and practices related to teaching outdoors during a professional development programme. Using Foucault’s and Bernstein’s theories of ‘space’, routines and set practices, I argue that participant teachers’ fear of losing control of their students when in contexts outside the classroom was constructed as place specific in terms of boundaries (or lack of), familiarity and disturbance. Teachers’ ‘fearful’ expectations when outside triggered the initial use of regulatory technologies that were frequently more assertive and controlling than their usual classroom practice, resulting in increased authoritative teaching approaches. However, once technologies of power were developed for use outside, teachers were able to translate and apply their normal dialogic teaching approaches from the classroom. The article concludes with a discussion of student self-regulation through collaborative group work as a step towards resolving the tensions between dialogic pedagogy and teaching in new contexts. 相似文献
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