Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development

Kiemer, Katharina; Gröschner, Alexander; Kunter, Mareike; Seidel, Tina

doi:10.1007/s10212-016-0324-7

Cited by 30 publications

(29 citation statements)

References 89 publications

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“…Yet, these changes did not reach statistical significance. This result echoes the findings of others in the area of changing teachers' dialogic teaching through professional development Pehmer et al, 2015a;Kiemer et al, 2016), and supports the notion that teachers' questioning style is difficult to change, as it is very much a routine behaviour (Oliveira, 2010).…”

Section: Discussionsupporting

confidence: 85%

“…A strength of this study was the prominence given to shifts in teacher beliefs about the use and facilitation of group discussions, as this aspect of changed teaching beliefs has often been lacking in research into teacher professional development on classroom talk (Michaels et al, 2012;Kiemer et al, 2015;Pehmer et al, 2015a;Kiemer et al, 2016). Past research has shown that for most teachers, implementing strong group discussions required a substantial shift in their beliefs and knowledge about teaching and the role of talk in learning (Richardson et al, 1991).…”

Section: Discussionmentioning

confidence: 99%

“…Despite its benefits for student learning, engagement and motivation (e.g. Walshaw & Anthony, 2008;Michaels et al, 2012;Howe & Abedin, 2013;Kiemer et al, 2015Kiemer et al, , 2016, dialogic teaching has still not become a common teaching practice (e.g. Retznitskay et al, 2009;Jurik et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…There has been some research in middle schools (e.g. Nystrand et al, 1997Nystrand et al, , 2003, but little, apart from some mathematics and science studies, in senior secondary schools (Coultas, 2006;Scott et al, 2006;Kiemer et al, 2015Kiemer et al, , 2016.…”

Section: Introductionmentioning

confidence: 99%

“…Koellner et al, 2007;Santagata, 2009;Sherin & Van Es, 2009) has been shown as supportive of teacher learning and practice changes (e.g. Chinn et al, 2001;Kiemer et al, 2015Kiemer et al, , 2016Sedova et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

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: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Self Cite

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Elementary school science teachers' discourse and on‐the‐job learning about student motivation

et al. 2023

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Science teachers' professional learning about student motivation can play a key role in developing their ability to nurture student motivation and cope with motivational challenges. To advance the understanding of how on‐the‐job discussions facilitate teacher learning about student motivation, this study investigated how elementary‐school science teachers described and reasoned about student motivation in school‐based team meetings, by analyzing 20 audio‐recorded meetings of three Israeli elementary school science teams. The analysis included characterizing 123 episodes in which teachers referred to student motivation, coding how central and specific the references to motivation were, what indicators of motivation teachers addressed, and what influencing factors they considered. It also included a thematic analysis of teachers' discussions about motivation‐promoting methods and a microanalysis of one select event, drawing on linguistic ethnographic concepts and methods. The findings showed that teachers often addressed student motivation, but briefly and in relation to other topics. They tended to address behavioral and emotional indicators of motivation much more than cognitive indicators. They focused on instructional methods, predominantly addressing motivational issues from a practical perspective and seldom considering them from the student perspective or accounting for internal factors. Teachers often offered methods for promoting student motivation, but they expressed reservations without critically exploring them. Furthermore, critical discussions about motivation‐supporting methods were frequently constrained by teachers' attempts to manage the face threat these discussions entailed. These findings highlight how a theory‐crossing framework that integrates theories of student motivation with a theory of teacher productive discourse can serve as a guide for teachers' on‐the‐job discussions to develop their motivation‐related professional learning and their capacity to support student motivation.

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Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes

Dalehefte

Canrinus

2023

Effective Teaching Around the World

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Recent international research has highlighted deep learning as an essential prerequisite for pupils to meet the global challenges of the future. This focus has drawn attention to Norwegian challenges, indicating that instruction leaves little room for pupils to engage intensively in tasks over time and to foster deep-learning processes. Thus, a new curriculum was implemented in the Norwegian educational system in the autumn of 2020 to emphasize deep learning throughout all content areas.This study investigates how teachers provide learning conditions fostering learning and motivation processes to support pupils’ learning during mathematics lessons. After their mathematics lesson, 144 pupils from 9 classes (grades 7–9) in seven schools in Norway completed a questionnaire. It consisted of items measuring their perception of the relevance of the content taught, the quality of the instruction given, the teacher’s interest and enthusiasm, and the extent to which the instruction fulfilled their psychological needs for social relation, autonomy, and feeling competent.On average, the pupils reported that they applied surface-level learning strategies rather than deep-level strategies in their mathematics lessons. They also lacked intrinsic motivation. To a large degree, pupils reported that they hardly recognised the content’s relevance. The results support the focus on deep learning in the 2020 curriculum reform in Norway. Additionally, they reveal conditions worth investigating when aiming to foster pupils’ deep learning and motivation.

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Instructional and motivational classroom discourse and their relationship with teacher autonomy and competence support—findings from teacher professional development

Cited by 30 publications

References 89 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

Elementary school science teachers' discourse and on‐the‐job learning about student motivation

Fostering Pupils’ Deep Learning and Motivation in the Norwegian Context: A Study of Pupils’ Perceptions of Mathematics Instruction and the Link to Their Learning Outcomes

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