Opening 'windows' for teachers to change classroom discourse

被引：10

作者：

Weil, Maralena ^{[1
]}

Seidel, Tina ^{[1
]}

Schindler, Ann-Kathrin ^{[1
,3
]}

Groeschner, Alexander ^{[2
]}

机构：

[1] Tech Univ Munich TUM, TUM Sch Educ, Arcisstr 21, D-80333 Munich, Germany

[2] Friedrich Schiller Univ Jena, Inst Educ Sci, Jena, Germany

[3] Univ Augsburg, Med Fac, Augsburg, Germany

来源：

LEARNING CULTURE AND SOCIAL INTERACTION | 2020年 / 26卷

关键词：

Teacher professional development; Classroom discourse; Teacher judgments; Student self-concept of ability; Video; Case study; PROFESSIONAL-DEVELOPMENT; VIDEO; STUDENTS; PARTICIPATION; JUDGMENTS; ACCURACY; ACHIEVEMENT; ENGAGEMENT; CONTEXT; PROGRAM;

D O I：

10.1016/j.lcsi.2020.100425

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Appreciating student contributions and providing feedback to students are key features of productive classroom discourse. In addition, students' self-concept of ability is a crucial predictor for verbal contributions students make in teacher-student interactions. This case study explores how three teachers improved their classroom discourse practices by participating in a video-based teacher professional development program. In particular, it seems like the students with an initially low self-concept of ability benefited from the changes in the productive discourse as the teachers seemed to have gained a greater awareness of them. These case analyses are promising for further investigation of the complexity of changes in classroom environments.

引用

页数：12

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