Reflections on dialogicity: Challenges and suggestions by mathematics student teachers

Lehesvuori, Sami; Hähkiöniemi, Markus; Ketonen, Laura; Lerkkanen, Marja‐Kristiina; Pöysä, Sanni; Pakarinen, Eija

doi:10.1016/j.lcsi.2021.100567

Cited by 5 publications

(3 citation statements)

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“…Some research has addressed how dialogic teaching (Sedova et al, 2016) and informal formative assessment (Chan & Yau, 2021) are viewed by teachers and student teachers. Some results have shown that both teachers and student teachers are able to grasp features of dialogicity within their views in spite of challenges arising in implementation (Lehesvuori et al, 2021).…”

Section: The Relationship Between Dialogicity and Informal Formative ...mentioning

confidence: 99%

“…The whole dataset of the last cycle, that is, the videos of the student teachers' lessons and the joint reflections addressing the theme of dialogicity, was screened in a previous study when detecting student teachers' noticing dialogic indicators (Lehesvuori et al, 2021). No further micro-scale or conversational analysis has yet been conducted.…”

Section: The Selection Of the Group Video Clips And The Reflection Se...mentioning

confidence: 99%

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Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics

Lehesvuori¹,

Ketonen²,

Hähkiöniemi³

2022

Studia paedagogica

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In this study, educational dialogue is explored through informal formative assessment and dialogicity. We enhance the understanding of informal formative assessment and dialogicity by considering their relationship. Even though the interconnection of informal formative assessment and dialogicity is acknowledged, it has not been explicitly examined in research on educational dialogue. The data consists of video-stimulated joint reflections between mathematics student teachers and a teacher educator. The reflections were part of a teacher education program integrated in a mathematics pedagogic course. Conversational analysis was conducted to detect interactional patterns and indicators that emerged from the data. The findings show how the presence and absence of single informal formative assessment moves, such as recognizing and using learners’ ideas, contribute differently to dialogicity and educational dialogue.

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Section: The Relationship Between Dialogicity and Informal Formative ...mentioning

confidence: 99%

Section: The Selection Of the Group Video Clips And The Reflection Se...mentioning

confidence: 99%

Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics

Lehesvuori¹,

Ketonen²,

Hähkiöniemi³

2022

Studia paedagogica

Self Cite

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“…Empirical studies have lent credence to the potential of dialogic instruction in fostering students' academic and cognitive development in science (Alkhouri et al, 2021; Mansour, 2020; Mortimer & Scott, 2003; Zuiker & Anderson, 2021), mathematics (Kiemer, Gröschner, Pehmer, & Seidel, 2015; Lehesvuori et al, 2021; Mercer & Sams, 2006; Rojas‐Drummond & Mercer, 2004) and language arts (Nystrand et al, 1997). Most of these studies, however, are based on researcher interventions that tend to limit the role and agency of classroom teachers.…”

Section: Introductionmentioning

confidence: 99%

Dialogic Instruction in a Chinese EFL Classroom: A Practitioner Perspective

Cui

Teo

2023

TESOL Quarterly

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Dialogic instruction, a form of instruction that engages students in meaningful and substantive classroom dialogue, has been shown to benefit students in many ways. However, few studies on dialogic instruction have focused on the role and agency of classroom teachers as they navigate and negotiate the vagaries of classroom talk, especially in contexts such as China where students are more accustomed to a more monologic mode of instruction. This practitioner research was conceived to address this gap in the literature by exploring the implementation of dialogic instruction in an English as a foreign language (EFL) classroom by the first author. A 15‐week instructional programme based on the principles of dialogic instruction was implemented in an intact English reading class in a Chinese university. Video‐recordings of all 15 lessons were transcribed and analysed using a coding system specifically designed to identify and examine the quality of dialogic moves made. The analysis shows the potential of dialogic instruction in the EFL classroom but also reveals some missed opportunities and challenges. The potential, challenges and other pedagogical implications are discussed with a view towards facilitating EFL teachers' implementation of dialogic instruction.

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Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools

Amodia-Bidakowska,

Hennessy,

Warwick

2023

Learning, Culture and Social Interaction

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Reflections on dialogicity: Challenges and suggestions by mathematics student teachers

Cited by 5 publications

References 65 publications

Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics

Utilizing Informal Formative Assessment and Dialogicity During Reflections on Educational Dialogue in Mathematics

Dialogic Instruction in a Chinese EFL Classroom: A Practitioner Perspective

Disciplinary dialogues: Exploring the association between classroom dialogue and learning outcomes within and between subjects in English primary schools

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