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Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study elaborates on the sociomathematical norm of what counts as an acceptable mathematical explanation by focusing on cases in which tasks are grounded in settings that exist outside pure mathematics. We propose that establishing this norm supports the more equitable distribution of student learning opportunities by making the rationale for particular solution methods more accessible to all students. The data that we analyzed to understand the specific strategies teachers use to initiate and guide the negotiation of this norm come from video-recordings of two 7th-grade teachers’ classroom instruction after a short, targeted professional development. The analysis we conducted is grounded in the symbolic interactionist view that normative ways of communicating and acting are negotiated through interaction on an ongoing basis. Our findings show that the teachers used two strategies to support students to ground their explanations in extra-mathematical settings, but these strategies were largely unsuccessful. We use excerpts from classroom discussions to explain why these strategies did not work and make suggestions for both future research and professional development. [ABSTRACT FROM AUTHOR]

The prevalence of systems thinking pedagogy is growing in classrooms because of its inclusion in the Next Generation Science Standards and its potential as a tool for addressing complex, global problems. While most of the research on systems thinking targets the ways students develop system thinking skills, this qualitative study explores teachers' construction of systems thinking as a pedagogy in a professional development context. With this paradigm-shifting pedagogy, teacher learning in professional development is a critical piece of understanding how the practice is taken up. Using social constructionism, discourse analysis, and systems theory, we conducted a holistic case study to analyze how teachers privileged language and ways of knowing during a professional development institute on systems thinking. We found that the teachers considered systems thinking as a catalyst for shifting their thinking, curriculum, and classroom dynamics; imperative to this shift was the implementation of systems mapping as the central activity of the pedagogy. Their model of systems thinking pedagogy respected both teachers and students as capable academics; additionally, it privileged a professional development culture of “becoming” in which the power of the collective was a point of leverage for teachers to disrupt what can be perceived as low expectations for their students and themselves as professionals.

Recent reform initiatives in STEM disciplines inspired the development and implementation of integrated STEM approaches to science teaching and learning. Integrated STEM as an approach to science teaching and learning leverages engineering principles and practices to situate learning in an authentic and meaningful science learning environment. However, integrated STEM curricular activities can be cognitively challenging for learners, so it is essential that teachers employ scaffolding techniques to facilitate student understanding of the connections between concepts and practices of the integrated disciplines. In this paper, we describe Legitimation Code Theory as an analytical framework and provide an analysis of semantic patterns of an integrated STEM unit (written discourse) and a middle school teacher's enactment of that unit (oral discourse). Specifically, this analysis focused on the semantic gravity (SG), or level of context dependency, of the activities and dialogue present throughout the unit. Creating a semantic profile offers a snapshot of how abstract (weaker SG) or how specific (stronger SG) a concept is presented in relation to other concepts. Curriculum that presents ideas through the formation of semantic waves, or oscillations between areas of stronger and weaker semantic gravity, is linked to enhanced learning of complex ideas. The results of this study identify the areas in the curriculum unit and instruction that enable or constrain knowledge-building within the science classroom. We posit that the Legitimation Code Theory is a useful tool for developing and examining integrated STEM curriculum and its implementation. [ABSTRACT FROM AUTHOR]

Previous studies have paid little attention to teachers' self or collegial considerations when making decisions about their students, precisely their tendency to avoid being blamed for students' failure. When a teacher is blamed for a student's difficulties, her/his public image ('face') is threatened, and s/he and her/his colleagues can be expected to engage in 'facework.' This study examined blame attribution and facework in teachers' discussions of struggling students and how they shaped teacher collaborative decision-making. Through discourse analysis of 187 audio-recorded discussions in placement meetings in an Israeli secondary school, the study highlights teachers' tendency to attribute blame for students' failure to others (175 blame events), mainly their students (53% of the cases). Micro-ethnographic discourse analysis found that when teachers blamed each other (17%), individual and collective face-management played a central role in their decision-making processes and outcomes. We explored the social dynamics in these discussions, using one discussion to illustrate the management of blame, related face-threat and facework, and implications for decisions. The study indicates the need for attention to blame avoidance and face issues in teacher training and PD programs and guidelines on how to manage them. [ABSTRACT FROM AUTHOR]

Copyright of Przegląd Pedagogiczny is the property of Kazimierza Wielki University in Bydgoszcz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper utilizes the information diffusion mechanism of the information extension model, which can act on the influence of students in the process of university English teaching to the information extension model to the diffusion ability that English information has. It examines the level of student activity and English information coverage in university English teaching and discusses the use of the information extension model in English teaching. According to the objectives of university English teaching, the functional requirements of the university English teaching platform are analyzed, the university English teaching platform based on the information diffusion model is designed through big data technology, and the English teaching platform combined with the information extension model is analyzed in an example study. The results show that on the model simulation analysis, the performance of this paper’s model is better than the User Rank model and UI-LR model when mining less than 30 information extensions. In the analysis of teachers’ discourse, the speech rate of teachers in the university English teaching platform is mainly concentrated in the range of 140-149 syllables/minute and 150-159 syllables/minute, and only one teacher’s speech rate exceeds 170-179 syllables/minute. This study has the potential to enhance students’ understanding of teachers’ discourse and establish a solid platform for communication between teachers and learners.

This paper explores the teaching path of the civics class in colleges and universities during the mobile Internet era, and uses a questionnaire survey to analyze the reality of current mobile Internet-based civics class instruction. The changes in the teaching of civics and political science classes under the influence of mobile internet are tracked and systematically analyzed in terms of differences. This study focuses on both the general effective education classroom and the effective education classroom in the mobile environment. It utilizes the Nvivo software to investigate the teaching styles of teachers and the interactions between teachers and students in these two learning modes. The results show that nearly 20% of the students are in schools that have not yet conducted mobile Internet civics instruction, and about 24.5% do not have political theory classes on mobile Internet teaching. In the context of mobile Internet, the habit of reading on a cell phone is increasing by 10% annually, and learners are paying the highest attention to public news sources, reaching 86.4%, which creates favorable conditions for teaching mobile Internet civics and politics. An effective education classroom in the mobile environment tends to be open; the ratio of teachers’ words to students’s words is about 2.09%, and teachers are more willing to use media resources, and network means to check students’ knowledge. And the classroom status is at 0%, and the teaching process is more stable.

The prevalence of systems thinking pedagogy is growing in classrooms because of its inclusion in the Next Generation Science Standards and its potential as a tool for addressing complex, global problems. While most of the research on systems thinking targets the ways students develop system thinking skills, this qualitative study explores teachers' construction of systems thinking as a pedagogy in a professional development context. With this paradigm-shifting pedagogy, teacher learning in professional development is a critical piece of understanding how the practice is taken up. Using social constructionism, discourse analysis, and systems theory, we conducted a holistic case study to analyze how teachers privileged language and ways of knowing during a professional development institute on systems thinking. We found that the teachers considered systems thinking as a catalyst for shifting their thinking, curriculum, and classroom dynamics; imperative to this shift was the implementation of systems mapping as the central activity of the pedagogy. Their model of systems thinking pedagogy respected both teachers and students as capable academics; additionally, it privileged a professional development culture of “becoming” in which the power of the collective was a point of leverage for teachers to disrupt what can be perceived as low expectations for their students and themselves as professionals. [ABSTRACT FROM AUTHOR]

Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an in-depth case study, we explored how a first-grade teacher used the LACI framework to support her linguistically and culturally diverse students in their development of academic language and access to English language arts content. Demonstrating overall positive findings, the framework provided her with various scaffolding moves to facilitate learning and to validate students' unique cultural and linguistic resources. This study contributes initial findings vis-à-vis this framework and showcases practical implications for both elementary teachers and teacher educators. [ABSTRACT FROM AUTHOR]

The on-the-job collaborative discourse of teachers is said to offer promising insights into the implicit processes of teacher learning and socialisation (Lefstein et al. 2020). Building on existing theory and research, this article examines diagnostic frame disputes in teachers' discussions that involve the negotiation of contradictions between external expectations and teachers' own frames of reference. This phenomenon is illustrated using two purposively-sampled vignettes, drawn from video data generated in two Malaysian secondary schools in 2019. In both vignettes, teachers work to reconcile the discrepancies between how student learning problems are framed by external accountability measures, as well as how the teachers interpret those problems locally, leading to disputes about how to frame those problems. The analysis presents an empirical illustration of how teachers negotiate situated meaning, shedding light on how they interpret and respond to accountability pressures on their practice. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Power is understood as a process exercised and negotiated in an English -as - a -foreign -language interaction. This article aims to fill the gaps of literature in researching the relationship between teachers' power and students‟ learning behavior in Vietnamese classroom interaction as there was little resea rch on how teachers‟ use of power can exert educational effects on students, and which changes the way students acquire or learn in general and particularly language. The data came from an ethnographic approach, including audio -recording, classroom observation, and teacher interview s. By employing the tools of critical discourse analysis, the analyses bring together the view of the subject of the study with classroom power relations to give deep insights into the microlevel classroom discourse and the macrolevel of professional discourse (in this case, it is understood as pedagogical discourse). The findings show how power was negotiated over in different forms of classroom behavior. Besides, the discursive classroom practices reveal the relationship between classroom behavior norms that the teachers attempted to impose and the well -known student -centeredness. Implications have been worked out through a proposal of a classroom interaction stru cture where a constructivist learning environment or a classroom of happiness is aimed to create, which helps increase the learning potential and capacity of students. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although studying teachers’ online interactions has gained momentum in recent years, little is known about interactional development in online communities. The present study addressed this gap by exploring discursive change in second language teachers’ interactions in an online professional development (PD) course structured around mobile phone usage. To this aim, the microgenetic analysis approach of sociocultural theory was adopted to track developments in teachers’ interactions based on Goodall’s (2000) skilled conversation threads. Data analysis revealed 152 skilled conversation exchanges in the online PD. Three themes were dominant among these exchanges and constituted most of the interactions: (1) Direct and indirect uses of mobile phones, (2) challenges and benefits of using mobile phones, and (3) teaching different language skills using mobile phones. Detailed analysis of the exchanges revealed that the teachers gradually changed in their perceptions about using mobile phones as well as the discourse they employed to represent their understandings. The findings are discussed in relation to teacher educators’ role in facilitating online PD and the importance of developing a knowledge base that accounts for teachers’ online membership.

This study examines teachers' justifications for their student sorting decisions in two Israeli secondary schools. Combining descriptive statistics and micro-ethnographic discourse analysis of 281 audio-recorded discussions, the study offers a new perspective on tracking's multiple social and organizational functions: providing students' needs, rewarding and punishing students, satisfying teachers' emotional needs, and efficiently using school resources. Most of the justifications were related to students' needs (43%) and reciprocity issues (37%), with productivity justifications (20%) appearing less frequently. The study points in particular to teacher emotions as a key factor in the tension between formal sorting requirements and teachers' sorting practices. [ABSTRACT FROM AUTHOR]

In order to investigate the questioning of chemical concepts in science classes in Elementary School, the discourse of nine science teachers from São Paulo and Minas Gerais was analyzed through semi-structured interviews. The audio of the interviews was recorded, for later transcription, and content analysis was done. In general, the interviewed teachers use different strategies, understand the importance of integrating scientific concepts and consider it relevant to enhance chemical concepts since the 6th grade. These characteristics have been interpreted based on the definitions of Basil Bernstein, and allow the visualization of the immobility of the chemical concepts approached in the Elementary School, making it a superficial anticipation of High School and generating mistaken student conceptions regarding chemistry. [ABSTRACT FROM AUTHOR]

Copyright of Calidad en la Educación is the property of Consejo Nacional de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the discourse of educators who teach Mathematics with a focus on reflexive teaching. The investigation involved teachers of different levels that teach in the municipality of Guarulhos. The methodology of this research relies on case study principles, and different tools were used for data collection, like a questionnaire and interviews. The data analysis process allowed us to observe that the discourse of the teachers who participated in this investigation partially corroborates the theoretical discussions that we adopted for our analysis. Based on the data collected, we were able to infer that the teachers have little engagement in readings and discussions that might help them theoretically in their formation process as reflexive teachers.

This study gives an account of the critical discourse analysis (ADC) carried out in an investigation, more applied to 151 technical professors, who work in the differentiated levels of secondary vocational schools with high level of vulnerability. This phase sought to establish discursive representations towards students, when teachers relate the concepts of EMTP, poverty and family. The corpus was analyzed from the three-dimensional model Fairclough. The results reproduce two social discourses, that of the state and that of the family, concealing a domination by installing a false social autonomy in the poorest student populations, projected on a determinism, when there is no chance of overcoming poverty. [ABSTRACT FROM AUTHOR]

Differentiated instruction (DI) has received extensive attention in general teacher education. Little research, however, has specifically focused on language teachers' understanding of DI, particularly the developmental trajectory of their understanding. The present study, framed within and informed by sociocultural theory, investigated EFL teachers' understanding of DI through exposure to and investigation of their own video-recorded classroom performance. The teachers also received three scaffolding sessions in which a number of DI-related notions were introduced to them to mediate the development of their understanding microgenetically. Analyses of the data revealed changes in the language with which teachers' understanding of the concepts was articulated and the scope of the understanding. Furthermore, the results of post-scaffolding interviews showed that the initiative had been productive in assisting the teachers with developing awareness of individual differences, particularly its contribution to enhancing their management skills. [ABSTRACT FROM AUTHOR]

This research delves into the challenges and proposals that have emerged from the experience of mentors and beginning teachers in the recent implementation of the mentoring system in Chile. A qualitative focus was used to examine the discourse of four pairs of mentors and beginning teachers, pairs formed as a result of the new laws covering practice teaching. The findings show the importance the community acquires in the induction processes of beginning teachers, the knowledge and conditions that mediate the relationship between the mentor and the beginning teacher, and the self-perception of role that is not entirely defined. The study hopes to contribute to mentoring processes in Chile and abroad, and to generate proposals for improvement that consider participants' voices. [ABSTRACT FROM AUTHOR]

The present study analyzes the relationship between teachers’ beliefs about learning to read, teaching practices, and discourse. To carry out this study, we benefited from the collaboration of six teachers in kindergarten and the first levels of primary education. First, an attribution questionnaire was used to analyze beliefs about learning to read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read.

The present study analyzes the relationship between teachers' beliefs about learning to read, teaching practices, and discourse. To carry out this study, we benefited from the collaboration of six teachers in kindergarten and the first levels of primary education. First, an attribution questionnaire was used to analyze beliefs about learning to read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read. [ABSTRACT FROM AUTHOR]

Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers' day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for "pedagogically productive" teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena. [ABSTRACT FROM AUTHOR]

Copyright of Palobra is the property of Universidad de Cartagena and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines social practices within classroom discourse in two different Finnish religious educational contexts. The article critically observes the construction of certain positions and identities as part of the school discourse and the inclusive vs exclusive practices of language. The research material consists of classroom observations and staff interviews from two separate studies. The first study investigates two cases in separative religious education (RE), Islamic and Lutheran. The second study deals with integrative practices of RE. In this study, discourse analysis as a methodological tool is used to examine discursive practices in RE lessons. The study will explore the following question: What kinds of subjectivities are constructed through teachers’ discursive practices in separative and integrative RE? The study will demonstrate that teachers use scientific language to underline the objective nature of RE and use the language of belonging to engage their pupils on a personal level. The former ends up silencing the religious stance, while the latter often excludes those who do not share those specific experiences. The findings reveal some challenges in developing inclusive teaching. [ABSTRACT FROM AUTHOR]

The majority of research in mathematics education in Brazil focuses on aspects related to urban schools. Although there has been a discussion for decades about the need for a curriculum in schools located in rural areas that considers the importance of the local culture and the concept of context-based knowledge, there is still precarious teaching of mathematics in these schools. This paper discusses research data that addresses the teaching of mathematics in rural schools located in Pernambuco, Brazil. The method used is a qualitative research method based on interviews and discourse analysis. We focus on the discourse of teachers who participated in the empirical study by analyzing their views on rural education, the conceptualization of resources, and on their performance in mathematics teaching. Although most teachers positively evaluate their performance when they teach mathematics, they do not identify differences between teaching in the city and in rural areas. Generally, the teachers were unaware of the field schools' specificities. The results lead us to reflect on the possibilities of teaching mathematics to empower rural communities.

This study examines teacher discourse strategies used in kindergarten inquiry-based science learning as part of the Scientific Literacy Project (SLP) (Mantzicopoulos, Patrick & Samarapungavan, 2005). Four public kindergarten science classrooms were chosen to implement science teaching strategies using a guided-inquiry approach. Data were collected during lesson observations; teacher discourse strategies were analyzed using qualitative and quantitative procedures. The results showed that the teachers used 13 distinct types of teacher discourse strategies in the classroom. Teacher discourse strategies were grouped into four higher levels of discourse categories. The results indicated that the nature and relative proportion of the different types of teacher discourse varied both across teacher and within teachers across classrooms. [ABSTRACT FROM AUTHOR]

The distinction between knowledge in sciences and knowledge of sciences, highlights the importance of knowledge about different aspects of the scientific activity. This double dimension of the school content is recovered through the different high school curriculum reforms in different countries. In this work we analyze how a prospective teacher of chemistry, conveys different notions on the nature of science through his discourse. We propose and discuss a categorization of those notions and the process of analysis is synthesized through the use of conceptual maps.