Title: On the way to dialogic teaching: action research as a means to change classroom discourse
Source document: Studia paedagogica. 2014, vol. 19, iss. 4, pp. [9]-43
Extent
[9]-43
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2014-4-2
Stable URL (handle): https://hdl.handle.net/11222.digilib/132211
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
In this study, we present an action research project studying classroom discourse that took place at the Department of Educational Sciences at Masaryk University, Faculty of Arts, in Brno, the Czech Republic. The core of this project consisted of a development programme for teachers focused on a change in communication methods in dialogic teaching. We observed four teachers who took part in the programme in 2013/2014. Our goal was to determine how much the participation in the programme led to an actual change in teacherstudent communication in the classroom. The data analysis showed that the participating teachers did actually change their communication methods – there was an increase in the average levels of openness, cognitive demand, length of student replies, and the number of cases when students themselves initiated communication. The data analysis also showed that the process of change is unique for each teacher and there is no unified trajectory.
Note
This article is an output of the project Teachers and Students in Dialogic Teaching (GA13-23578S) funded by the Czech Science Foundation.
References
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[29] Najvar, P., Janík, T., & Šebestová, S. (2013). The language of communication in English classrooms in the Czech Republic: Mixing languages. Pedagogická orientace, 23(6), 823–843. | DOI 10.5817/PedOr2013-6-823
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[32] Nurkka, N., Viiri, J., Littleton, K., & Lehesvuori, S. (2014). A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching. Learning, Culture and Social Interaction, 3(1), 54–63. | DOI 10.1016/j.lcsi.2014.01.002
[33] Oliveira, A. W. (2010a). Developing elementary teachers' understandings of hedges and personal pronouns in inquiry-based science classroom discourse. Journal of Science Teacher Education, 21(1), 103–126. | DOI 10.1007/s10972-009-9157-4
[34] Oliveira, A. W. (2010b). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422–453. | DOI 10.1002/tea.20345
[35] Pappas, C. C., & Varelas, M. (2006). Dialogic inquiry around information texts: The role of intertextuality in constructing scientific understandings in urban primary classrooms. Linguistics and Education, 13(4), 435–482. | DOI 10.1016/S0898-5898(03)00004-4
[36] Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling comprehension skills in primary classrooms. Educational Review, 59(3), 299–314. | DOI 10.1080/00131910701427298
[37] Píšová, M., Najvar, P., Janík, T., Hanušová, S., Kostková, K., Janíková, V., Tůma, F., & Zerzová, J. (2011). Teorie a výzkum expertnosti v učitelské profesi. [Theory and research of expertise in teaching]. Brno: Masarykova univerzita.
[38] Resnitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 66(7), 446–456. | DOI 10.1002/TRTR.01066
[39] Resnitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: a dialogic approach to group discussion. Cambridge Journal of Education, 39(1), 29–48. | DOI 10.1080/03057640802701952
[40] Scott, P. (1998). Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review. Studies in Science Education, 32(1), 45–80. | DOI 10.1080/03057269808560127
[41] Scott, P. Ametller, J., Mortimer, E., & Emberton, J. (2010). Teaching and learning disciplinary knowledge. In K. Littleton & C. Howe (Eds.), Educational dialogues. Understanding and promoting productive interaction (pp. 289–303). London: Routledge.
[42] Sedláček, M., Šeďová, K. (in press). Komunikace ve školní třídě a žákovské učení. [Clasroom communication and students' learning]. Orbis scholae.
[43] Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: the English used by teachers and pupils. London: Oxford University Press.
[44] Skidmore, D. (2006). Pedagogy and dialogue. Cambridge Journal of Education, 36(4), 503–514. | DOI 10.1080/03057640601048407
[45] Smart, J. B., & Marshall, J. C. (2013). Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. Journal of Science Teacher Education, 24(2), 249–267. | DOI 10.1007/s10972-012-9297-9
[46] Smit, J. & van Eerde, H. A .A. (2011). A teacher's learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom. ZDM, The International Journal on Mathematics Education, 43(6-7), 889–900. | DOI 10.1007/s11858-011-0350-5
[47] Snell, J., & Lefstein, A. (2011). Computer-assisted systematic observation of classroom discourse and interaction. Working Papers in Urban Language & Literacies, 77, 1–28. Available from http://www.kcl.ac.uk/depsta/education/wpull.html
[48] Somekh, B. (2006). Action Research: a Methodology for Change and Development. Maidenhead: Open University Press.
[49] Šebestová, S., Najvar, P., & Janík, T. (2011). Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: samostatně anebo v integraci. [Opportunities to develop language skills in Czech lower-secondary English classes: separated or integrated approach.]. Pedagogická orientace, 21(3), 322–348.
[50] Šeďová, K., & Švaříček, R. (2012). Feedback in educational communication in Czech secondary schools. Educational Assessment, Evaluation and Accountability, 24(3), 239–261. | DOI 10.1007/s11092-012-9144-8
[51] Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. [Communication in the classroom]. Praha: Portál.
[52] Šeďová, K., Šalamounová, Z., & Švaříček R. (2014). Troubles with dialogic teaching. Learning, Culture and Social Interaction, 3(4), 274–285. | DOI 10.1016/j.lcsi.2014.04.001
[53] Švaříček, R. (2011). Funkce učitelských otázek ve výukové komunikaci na druhém stupni základní školy. [The Function of Teacher Questioning in Educational Communication at Lower Secondary School]. Studia paedagogica, 16(1), 9–46.
[54] Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
[55] Wall, K., & Higgins, S. (2006). Facilitating metacognitive talk: a research and learning tool. International Journal of Research & Method in Education, 29(1), 39–53. | DOI 10.1080/01406720500537353
[56] Wells, G. (1999). Dialogic enquiry: Toward a sociocultural practice and theory. Cambridge: Cambridge University Press.
[57] Wells, G. (2009). The meaning makers. Learning to talk and talking to learn. Bristol: Multilingual Matters.
[2] Alexander, R. (2005). Teaching through dialogue: The first year. London: London Borough of Barking and Dagenham.
[3] Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.
[4] Applebee, A. N., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685–730. | DOI 10.3102/00028312040003685
[5] Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M. M. Bakhtin. Austin: University of Texas Press.
[6] Billings, L., & Fitzgerald, J. (2002). Dialogic discussion and the Paideia seminar. American Educational Research Journal, 39(4), 907–941. | DOI 10.3102/00028312039004905
[7] Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvelle, & W. J. M. Levelt (Eds.), The child's concept of language (pp. 241–256). New York: SpringerVerlag.
[8] Burns, Ch., & Myhil, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34(1), 35–50. | DOI 10.1080/0305764042000183115
[9] Corden, R. (2009). Literacy and learning through talk. Buckingham: Open University Press.
[10] Daniel, M., Lafortune, L., Pallascio, R., Splitter, L., Slade, Ch., & de la Garza, T. (2005). Modelling the development process of dialogical critical thinking in pupils aged 10 to 12 years. Communication Education, 54(4), 334–354.
[11] Elliott, J. (1991). Action research for educational change. Milton Keynes: Open University Press.
[12] Freire, P. (1982). Creating alternative research methods: learning to do it by doing it. In B. Hall, A. Gillette, & R. Tandon (Eds.), Creating Knowledge: A Monopoly? Participatory Research in Development. New Delhi: Society for Participatory Research in Asia.
[13] Gutierrez, K. (1994). How talk, context, and script shape contexts for learning: A cross-case comparison of journal sharing. Linguistics and Education, 5(3), 335–365. | DOI 10.1016/0898-5898(93)90005-U
[14] Hall, J. K. (1998). Differential teacher attention to student utterances: The construction of different opportunities for learning in the IRF. Linguistics and Education, 9(3), 287–311. | DOI 10.1016/S0898-5898(97)90003-6
[15] Janík, T., Minaříková, E. et al. (2011). Video v učitelském vzdělávání: teoretická východiska, aplikace, výzkum. [Video in teacher education: theoretical background – applications – research]. Brno: Masarykova univerzita.
[16] Jefferson, G. (1984). On stepwise transition from talk about a trouble to inappropriately next-positioned matters. In J. Atkinson, & H. J. Maxwell (Eds.), Structures of social action: studies of conversation analysis (pp. 191–222). Cambridge: Cambridge University Press.
[17] Kumpulainen, K., & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. In K. Littleton, & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 48–63). London: Routledge.
[18] Kutnick, P., & Colwell, J. (2010). Dialogue enhancement in classrooms. Towards a relations approach for group working. In K. Littleton, & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 192–215). London: Routledge.
[19] Korthagen, F. A. J., Kessels, J., Koster, B., Lagerwerf, B., & Wubbels, T. (2001). Linking practice and theory: The pedagogy of realistic teacher education. Mahwah: Lawrence Erlbaum Associates.
[20] Lefstein, A. (2010). More helpful as problem than solution: Some implications of situating dialogue in classrooms. In K. Littleton, & C. Howe (Eds.), Educational dialogues: Understanding and promoting productive interaction (pp. 170-191). London: Routledge.
[21] Lefstein, A., & Snell, J. (2014). Better than best practice. Developing teaching and learning through dialogue. Abingdon: Routledge.
[22] Lemke, J. (1988). Genres, semantics, and classroom education. Linguistics and Education, 1(l), 81–89. | DOI 10.1016/S0898-5898(88)80011-1
[23] Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. Littleton, K., & Howe, C. (Eds.) (2010). Educational Dialogues: Understanding and promoting productive interaction. London: Routledge. | DOI 10.1111/j.1540-4560.1946.tb02295.x
[24] Mason, L. (2001). Introducing talk and writing for conceptual change: a classroom study. Learning and Instruction, 11(4–5), 305–329. | DOI 10.1016/S0959-4752(00)00035-9
[25] Mercer, N. (1995). The guided construction of knowledge: talk amongst teachers and learners. Clevedon: Multilingual Matters.
[26] Mercer, N. (2000). Words and minds. How we use language to think together. London: Routledge.
[27] Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: the value of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21. | DOI 10.1016/j.lcsi.2012.03.001
[28] Molinari, L., & Mameli, C. (2013). Process quality of classroom discourse: Pupil participation and learning opportunities. International Journal of Educational Research, 62, 249–258. | DOI 10.1016/j.ijer.2013.05.003
[29] Najvar, P., Janík, T., & Šebestová, S. (2013). The language of communication in English classrooms in the Czech Republic: Mixing languages. Pedagogická orientace, 23(6), 823–843. | DOI 10.5817/PedOr2013-6-823
[30] Nystrand, M., Gamoran, A., Kachur, R., & Prendergast, C. (1997). Opening dialogue. Understanding the dynamics of language and learning in the english classroom. New York: Teachers College Press.
[31] Nystrand, M., Wu, L. L., Gamoran A., Zeiser, S., & Long, D. (2001). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Cela Research Report Number 14005. New York: The National Research Center On English Learning & Achievement.
[32] Nurkka, N., Viiri, J., Littleton, K., & Lehesvuori, S. (2014). A methodological approach to exploring the rhythm of classroom discourse in a cumulative frame in science teaching. Learning, Culture and Social Interaction, 3(1), 54–63. | DOI 10.1016/j.lcsi.2014.01.002
[33] Oliveira, A. W. (2010a). Developing elementary teachers' understandings of hedges and personal pronouns in inquiry-based science classroom discourse. Journal of Science Teacher Education, 21(1), 103–126. | DOI 10.1007/s10972-009-9157-4
[34] Oliveira, A. W. (2010b). Improving teacher questioning in science inquiry discussions through professional development. Journal of Research in Science Teaching, 47(4), 422–453. | DOI 10.1002/tea.20345
[35] Pappas, C. C., & Varelas, M. (2006). Dialogic inquiry around information texts: The role of intertextuality in constructing scientific understandings in urban primary classrooms. Linguistics and Education, 13(4), 435–482. | DOI 10.1016/S0898-5898(03)00004-4
[36] Parker, M., & Hurry, J. (2007). Teachers' use of questioning and modelling comprehension skills in primary classrooms. Educational Review, 59(3), 299–314. | DOI 10.1080/00131910701427298
[37] Píšová, M., Najvar, P., Janík, T., Hanušová, S., Kostková, K., Janíková, V., Tůma, F., & Zerzová, J. (2011). Teorie a výzkum expertnosti v učitelské profesi. [Theory and research of expertise in teaching]. Brno: Masarykova univerzita.
[38] Resnitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 66(7), 446–456. | DOI 10.1002/TRTR.01066
[39] Resnitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: a dialogic approach to group discussion. Cambridge Journal of Education, 39(1), 29–48. | DOI 10.1080/03057640802701952
[40] Scott, P. (1998). Teacher talk and meaning making in science classrooms: A Vygotskian analysis and review. Studies in Science Education, 32(1), 45–80. | DOI 10.1080/03057269808560127
[41] Scott, P. Ametller, J., Mortimer, E., & Emberton, J. (2010). Teaching and learning disciplinary knowledge. In K. Littleton & C. Howe (Eds.), Educational dialogues. Understanding and promoting productive interaction (pp. 289–303). London: Routledge.
[42] Sedláček, M., Šeďová, K. (in press). Komunikace ve školní třídě a žákovské učení. [Clasroom communication and students' learning]. Orbis scholae.
[43] Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: the English used by teachers and pupils. London: Oxford University Press.
[44] Skidmore, D. (2006). Pedagogy and dialogue. Cambridge Journal of Education, 36(4), 503–514. | DOI 10.1080/03057640601048407
[45] Smart, J. B., & Marshall, J. C. (2013). Interactions between classroom discourse, teacher questioning, and student cognitive engagement in middle school science. Journal of Science Teacher Education, 24(2), 249–267. | DOI 10.1007/s10972-012-9297-9
[46] Smit, J. & van Eerde, H. A .A. (2011). A teacher's learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom. ZDM, The International Journal on Mathematics Education, 43(6-7), 889–900. | DOI 10.1007/s11858-011-0350-5
[47] Snell, J., & Lefstein, A. (2011). Computer-assisted systematic observation of classroom discourse and interaction. Working Papers in Urban Language & Literacies, 77, 1–28. Available from http://www.kcl.ac.uk/depsta/education/wpull.html
[48] Somekh, B. (2006). Action Research: a Methodology for Change and Development. Maidenhead: Open University Press.
[49] Šebestová, S., Najvar, P., & Janík, T. (2011). Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: samostatně anebo v integraci. [Opportunities to develop language skills in Czech lower-secondary English classes: separated or integrated approach.]. Pedagogická orientace, 21(3), 322–348.
[50] Šeďová, K., & Švaříček, R. (2012). Feedback in educational communication in Czech secondary schools. Educational Assessment, Evaluation and Accountability, 24(3), 239–261. | DOI 10.1007/s11092-012-9144-8
[51] Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. [Communication in the classroom]. Praha: Portál.
[52] Šeďová, K., Šalamounová, Z., & Švaříček R. (2014). Troubles with dialogic teaching. Learning, Culture and Social Interaction, 3(4), 274–285. | DOI 10.1016/j.lcsi.2014.04.001
[53] Švaříček, R. (2011). Funkce učitelských otázek ve výukové komunikaci na druhém stupni základní školy. [The Function of Teacher Questioning in Educational Communication at Lower Secondary School]. Studia paedagogica, 16(1), 9–46.
[54] Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press.
[55] Wall, K., & Higgins, S. (2006). Facilitating metacognitive talk: a research and learning tool. International Journal of Research & Method in Education, 29(1), 39–53. | DOI 10.1080/01406720500537353
[56] Wells, G. (1999). Dialogic enquiry: Toward a sociocultural practice and theory. Cambridge: Cambridge University Press.
[57] Wells, G. (2009). The meaning makers. Learning to talk and talking to learn. Bristol: Multilingual Matters.