The study aimed to explore the impact of an SDM-based professional development program on teacher discourse. Two types of discourse, authoritative and dialogic discourses, was the focus of the search. From a Bakhtinian standpoint, authoritative words are viewed as located in a distanced zone, do not reflect any individual point of view, and are not disputable. Moreover, in these words, one hears only one, single voice. Whereas, internally persuasive (dialogic) words are freely developed, applicable to new material and conditions, and, in these words, one hears at least two voices. A total of seventeen teachers volunteered and participated in a four-week professional development program. The program provided information about and classroom uses of authoritative and dialogic talk. After the program had been fulfilled, the classroom activities were videotaped and then transcribed. The transcriptions were later analyzed deductively. The results indicated that the SDMbased program had a positive and statistically significant impact on teacher dialogic discourse. The analysis revealed that after the program, all the teachers altered their discourse to a more dialogic one. It was specifically observed that a total of eleven teachers' dialogic-authoritative talk ratio was over 7/3.
Purpose: This study aimed to investigate contribution of a professional development program committed to providing quality training to support dialogic talk to student active participation. Indicators of active participation, in the context of this study, were the speaking duration of the teacher compared to student, the number of different ideas of the students emerging in the classroom milieu, the number of students answering per question asked by the teacher, and the rate of students' personal answers for the questions asked by the teacher.Design/Methodology/Approach: In recruiting teachers, gathering, and analyzing data, the educational design-based research (DBR) method was adopted. A total of seventeen teachers volunteered and participated in a four-week course program. The program involved theoretical and practical information about authoritative and dialogic talk. After the program had been completed, the teachers worked in pairs, designed lesson plans, and implemented the plans in their classrooms. Teachers' preand post-intervention practices were videotaped and then transcribed.Findings: A total of four teachers being able to successfully implement the dialogical discourse in their classrooms were selected for analysis and the findings are reported in the present study. The descriptive analysis showed that dialogical discourse generally contributed a significant increase in student talk ratio, number of student responses, new ideas, and students' personal responses. Highlights: Dialogical discourse-based education has reduced the speaking time of teachers. It contributed to the emergence of different ideas in the classroom. It increased students' active participation in the lesson and their individual response rates. ÖzÇalışmanın amacı: Bu çalışmanın amacı diyalojik söylemi geliştirmeye yönelik olarak tasarlanan bir hizmet içi eğitim programının sınıf içi öğrenci aktif katılımına olan katkısını araştırmaktır. Bu çalışma bağlamında sınıf-içi aktif katılım; öğretmenin öğrenciye göre konuşma süresi, sınıfta ortaya çıkan öğrenci farklı fikir sayısı, öğretmen tarafından sorulan bir soru başına cevap veren öğrenci sayısı ve öğretmen tarafından sorulan soruların öğrenci tarafından bireysel olarak yanıtlanma oranı olarak belirlenmiştir.Materyal ve Yöntem: Araştırmada öğretmen seçimi, verilerin toplanması ve analiz edilmesinde, tasarım tabanlı araştırma (DBR) metodu benimsenmiştir. Çalışmada toplamda on yedi öğretmen gönüllü olarak dört haftalık bir eğitim programına katılmıştır. Program, diyalojik ve otoriter söylemler ile ilgili teorik bilgiler ve bu söylemlerin uygulama örneklerinden oluşmuştur. Programın sonunda öğretmenler partnerleri ile birlikte çalışarak ders planları tasarlamışlar ve kendi sınıflarında bu planları uygulamışlardır. Tüm uygulamaların (eğitim öncesi ve sonrası sınıf içi uygulamaların) video kayıtları yapılmış ve bu kayıtlar akabinde yazılı hale getirilmiştir.Bulgular: Bu çalışmada diyalojik söylemi sınıflarında en iyi kullanan dört öğretmenin sınıf uygulamaları analiz edilmiştir. Araştırma...
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