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

共 48 条

[11] Through the lens of teacher professional development components: the 'Dialogic Video Cycle' as an innovative program to foster classroom dialogue [J].

Groschner, Alexander ;

Seidel, Tina ;

Kiemer, Katharina ;

Pehmer, Ann-Kathrin .

PROFESSIONAL DEVELOPMENT IN EDUCATION, 2015, 41 (04) :729-756

[12] The power of feedback [J].

Hattie, John ;

Timperley, Helen .

REVIEW OF EDUCATIONAL RESEARCH, 2007, 77 (01) :81-112

[13] Classroom dialogue: a systematic review across four decades of research [J].

Howe, Christine ;

Abedin, Manzoorul .

CAMBRIDGE JOURNAL OF EDUCATION, 2013, 43 (03) :325-356

[14] Self-underestimating students in physics instruction: Development over a school year and its connection to internal learning processes [J].

Huber, Sina A. ;

Haeusler, Janina ;

Junk, Verena ;

Seidel, Tina .

LEARNING AND INDIVIDUAL DIFFERENCES, 2015, 43 :83-91

[15]

INTERACT [Computer software], 2017, INTERACT

[16]

Ismail Z., 2011, International Journal of Business and Social Science, V2, P103

[17] How student characteristics affect girls' and boys' verbal engagement in physics instruction [J].

Jurik, Verena ;

Groeschner, Alexander ;

Seidel, Tina .

LEARNING AND INSTRUCTION, 2013, 23 :33-42

[18] Achievement and engagement: How student characteristics influence teacher judgments [J].

Kaiser, Johanna ;

Retelsdorf, Jan ;

Suedkamp, Anna ;

Moeller, Jens .

LEARNING AND INSTRUCTION, 2013, 28 :73-84

[19]

Koellner K., 2007, MATH THINKING LEARNI, V9, P273, DOI [DOI 10.1080/10986060701360944, 10.1080/10986060701360944]

[20] Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis [J].

Machts, Nils ;

Kaiser, Johanna ;

Schmidt, Fabian T. C. ;

Moeller, Jens .

EDUCATIONAL RESEARCH REVIEW, 2016, 19 :85-103

← 1 2 3 4 5 →