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dc.contributor.authorMuhonen, Heli
dc.contributor.authorRasku-Puttonen, Helena
dc.contributor.authorPakarinen, Eija
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2016-01-21T09:14:01Z
dc.date.available2019-01-20T22:35:16Z
dc.date.issued2016
dc.identifier.citationMuhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.-M., & Lerkkanen, M.-K. (2016). Scaffolding through dialogic teaching in early school classrooms. <i>Teaching and Teacher Education</i>, <i>55</i>(April), 143-154. <a href="https://doi.org/10.1016/j.tate.2016.01.007" target="_blank">https://doi.org/10.1016/j.tate.2016.01.007</a>
dc.identifier.otherCONVID_25475938
dc.identifier.otherTUTKAID_68788
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/48396
dc.description.abstractThe present study examines what types of dialogic teaching patterns can be identified in the early school years, and how teachers scaffold children's participation and shared understanding through dialogic teaching. Thirty recorded lessons from preschool to Grade 2 in Finnish classrooms were analysed using qualitative content analysis. Two teacher-initiated and two child-initiated dialogic teaching patterns were identified. Teacher's scaffolding in teacher-initiated dialogues was characterised by high responsibility in maintaining the interactional flow and utilisation of diverse strategies. In the child-initiated dialogues, the teachers' scaffolding consisted of listening and inquiry, and the teacher thus served more as a facilitator of dialogue.
dc.language.isoeng
dc.publisherPergamon
dc.relation.ispartofseriesTeaching and Teacher Education
dc.subject.otherdalogic teaching
dc.subject.otherscaffolding
dc.subject.otherteacher-initiated
dc.subject.otherchild-initiated
dc.subject.otherprimary school
dc.titleScaffolding through dialogic teaching in early school classrooms
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201601211219
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2016-01-21T07:15:03Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange143-154
dc.relation.issn0742-051X
dc.relation.numberinseriesApril
dc.relation.volume55
dc.type.versionacceptedVersion
dc.rights.copyright© 2016 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.subject.ysoesikoulu
jyx.subject.urihttp://www.yso.fi/onto/yso/p15089
dc.relation.doi10.1016/j.tate.2016.01.007


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