Introducing Dialogic Teaching to Science Student Teachers
Lehesvuori, S., Viiri, J., & Rasku-Puttonen, H. (2011). Introducing Dialogic Teaching to Science Student Teachers. Journal of Science Teacher Education, 22(8), 705-727. https://doi.org/10.1007/s10972-011-9253-0
Published inJournal of Science Teacher Education
DisciplineKasvatuspsykologiaKasvatustiedeMatematiikka ja luonnontieteetKasvatuspsykologiaEducationMatematiikka ja luonnontieteet
© The Association for Science Teacher Education, USA 2011. This is an author's final draft version of an article whose final and definitive form has been published by Springer.
It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers’ field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching. ...
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