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
Julkaistu sarjassa
Journal of Science Teacher EducationPäivämäärä
2011Oppiaine
KasvatuspsykologiaKasvatustiedeMatematiikka ja luonnontieteetKasvatuspsykologiaEducationMatematiikka ja luonnontieteetTekijänoikeudet
© 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.
...
![showless](/themes/JYX2//images/showless.png)
![showmore](/themes/JYX2//images/showmore.png)
Julkaisija
SpringerISSN Hae Julkaisufoorumista
1573-1847Asiasanat
Alkuperäislähde
http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s10972-011-9253-0Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/20845820
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquiry-based teaching
Lehesvuori, Sami; Ratinen, Ilkka; Kulhomäki, Otto; Lappi, Jousia; Viiri, Jouni (Universitetet i Oslo & Umeå universitet, 2011)Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of ... -
Enriching primary student teachers’ conceptions about science teaching : Towards dialogic inquiry-based teaching
Lehesvuori, Sami; Ratinen, Ilkka; Kuhomäki, Otto; Lappia, Jousia; Viiri, Jouni (Naturfagsenteret, 2011)Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of ... -
Health science student teachers' perceptions of teacher competence : A qualitative study
Kuivila, Heli-Maria; Mikkonen, Kristina; Sjögren, Tuulikki; Koivula, Meeri; Koskimäki, Minna; Männistö, Merja; Lukkarila, Pirjo; Kääriäinen, Maria (Elsevier Ltd, 2020)Background. Health science teacher competence is multifaceted and continuously changing according to national and international healthcare standards. Organizational restructuring and emphasis on cost effectiveness is ... -
Distance foreign language education in Finland : a comparison of conceptions and attitudes toward the use of distance education tools among foreign language teacher students and distance EFL teachers
Eela, Lauri (2020)Etäopetus on kasvava opetustapa, jolla on pitkä historia ja jonka vaikutuksia kieltenoppimiseen on maailmalla laajasti tutkittu. Tämä kiinnostus etäopetuksen vaikutuksista erityisesti kielten opetukseen on perusteltua ... -
Evaluation of Student Teachers’ Perceived Quantitative Workload and Usefulness of an On-line Elementary Science Education Course Unit
Lindell, Anssi; Komulainen, Kamilla; Kähkönen, Anna-Leena; Mäntylä, Terhi (Univerzita Karlova, 2022)We have designed a 1 ECTS on-line science pedagogy unit as a part of a 6 ECTS science education course for elementary school student teachers. To improve the unit, we asked 169 participants to estimate their use of time ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.