Fostering and scaffolding student engagement in productive classroom discourse: Teachers' practice changes and reflections in light of teacher professional development

Pehmer, Ann-Kathrin; Gröschner, Alexander; Seidel, Tina

doi:10.1016/j.lcsi.2015.05.001

Cited by 51 publications

(33 citation statements)

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“…The challenge of changing teachers' practices sustainably following participation in a teacher professional development programme is recorded in existing research (e.g. Vescio et al, 2008;Osborne et al, 2013;Pehmer et al, 2015b;Van den Bergh et al, 2015). Existing research often warrants fluctuation in teacher learning during professional development, because of teachers grappling with new practices and the time needed to consolidate changes in routine practices (Bakkenes et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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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.

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Section: Discussionmentioning

confidence: 99%

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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“…Our aim was to illustrate a teacher who successfully changed her questioning and feedback behavior in a previous pre− post comparison (Pehmer et al, 2015a). Therefore, we examined in a first research question how Laura's questioning and feedback behavior would develop throughout the participation in the DVC (all four measurement points) (research question 1).…”

Section: Discussionmentioning

confidence: 99%

“…As previous results revealed that teachers in the DVC changed their performance on feedback and questioning behavior (Pehmer, Gröschner, & Seidel, 2015a), this case study provides more descriptive data regarding the central aspects of productive classroom dialogue (Chin, 2006). We examine a teacher's case who in individual analysis revealed the most significant changes regarding both questioning and feedback.…”

Section: Classroom Dialoguementioning

confidence: 94%

“…Based on the described codings regarding teacher talking turns, Laura's case was extracted from a cohort of six teachers taking part in the DVC due to her showing a positive pre−post change regarding the level of questions and feedback in her classroom (Pehmer et al, 2015a). Laura is 33-years old, has two years of in-service teaching experience, reportedly has experience with video-based reflection, and teaches physics (in the German context, science teachers are explicitly qualified for physics, chemistry, or biology as distinct subjects) and math in a lower secondary school (Realschule) within the tracked German system.…”

Section: Case Extraction and Context Descriptionmentioning

confidence: 99%

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Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

Self Cite

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The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience.

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“…Tuto tezi potvrzuje analýza podobných intervenčních výzkumů realizovaných v zahraničí (Chinn, Anderson, & Waggoner, 2001;Osborne et al, 2013;Pehmer, Gröschner, & Seidel, 2015;Pimentel & McNeill, 2013;Snell & Lefstein, 2011), jejichž úspěšnost hodnotí-me jako velmi kolísavou a nevyrovnanou (podrobně viz Šeďová et al, 2016). V pří-padě úspěšné změny je tedy třeba položit si otázku, jak došlo k tomu, že učitelé začali vyučovat jinak.…”

Section: Sběr Dat a Jejich Analýzaunclassified

Dialogické vyučování jako realizace produktivní kultury vyučování a učení v literární výchově: jak iniciovat a udržet změnu

Šeďová¹,

Šalamounová²

2017

Orbis Scholae

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Abstrakt: V této studii aplikujeme koncept kultury vyučování a učení na data, která jsme získali ve výuce literární výchovy na 2. stupni základní školy. Šlo o projekt akčního výzkumu, v němž se participující učitelé učili měnit své výukové postupy směrem k dialogickému vyučování. V předchozích studiích jsme prokázali, že u zúčastněných učitelů došlo k prokazatelné změně ve způsobu výuky, v tomto příspěvku se soustředíme na otázku, jak tato změna probíhala a čím byla podmíněna. Dialogické vyučování chápeme jako jednu z možných realizací produktivní kultury vyučování a učení, a proto změnu, která u participujících učitelů nastala, popisujeme jako změnu kulturní. Prezentujeme dvě kazuistiky, které dokládají, že proces změny není lineární, nýbrž probíhá ve fázích s různou vývojovou dynamikou. Aby byla změna úspěšná, musí dojít k usouladění různých prvků kulturního systému, jenž je tvořen indikátory dialogického vyučování, principy dialogického vyučování a vyučovacími metodami.Klíčová slova: dialogické vyučování, produktivní kultura vyučování a učení, výuková komunikace, akční výzkum Dialogic Teaching as a Realisation of Productive Culture of Teaching and Learning in Literary Education: How to Initiate and Sustain a ChangeAbstract: In this study, the concept of culture of teaching and learning is applied to data collected in lessons of literary education in lower-secondary classrooms. Within an action research project, teachers were expected to introduce changes to their teaching procedures so as to bring it nearer to dialogic teaching. In previous studies we have shown that the participating teachers managed to change their teaching; this study we focus on how this change happened and under what conditions. Dialogic teaching is seen as one of possible realisations of productive culture of teaching and learning and thus the change that took place is labelled as cultural change. Two case studies are presented which aim to prove that the process of change is not linear but rather that is takes place in phases with varying dynamics. In order for the change to be successful, different elements must be harmonised of the cultural system that is formed by indicators of dialogic teaching, principles of dialogic teaching and teaching methods.

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Fostering and scaffolding student engagement in productive classroom discourse: Teachers' practice changes and reflections in light of teacher professional development

Cited by 51 publications

References 58 publications

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Dialogické vyučování jako realizace produktivní kultury vyučování a učení v literární výchově: jak iniciovat a udržet změnu

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