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Dialogical patterns of interaction in pre-school classrooms
- Source :
-
International Journal of Educational Research . 2012, Vol. 53, p138-149. 12p. - Publication Year :
- 2012
-
Abstract
- Abstract: The present study set out to identify and examine dialogic educational interactions in Finnish pre-school classrooms. Video recordings of five observed pre-school classrooms that had shown a high or moderate quality of instructional support in literacy, maths and science studies were transcribed for micro-scale qualitative content analysis. Three patterns of teacher–child interaction emerged: first, a pattern characterised by the teacher making it possible for the children to demonstrate their knowledge and competence; second, a pattern characterised by the teacher supporting the children''s participation and diverse contributions; and third, a pattern characterised by the teacher allowing dialogical space for a child-initiated sharing of ideas. The findings provide guidelines for professional development programmes seeking to increase teachers’ awareness of ways to support children''s active participation. [Copyright &y& Elsevier]
Details
- Language :
- English
- ISSN :
- 08830355
- Volume :
- 53
- Database :
- Academic Search Index
- Journal :
- International Journal of Educational Research
- Publication Type :
- Academic Journal
- Accession number :
- 77767040
- Full Text :
- https://doi.org/10.1016/j.ijer.2012.03.004