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dc.contributor.authorLehesvuori, Sami
dc.contributor.authorHähkiöniemi, Markus
dc.contributor.authorViiri, Jouni
dc.contributor.authorNieminen, Pasi
dc.contributor.authorJokiranta, Kaisa
dc.contributor.authorHiltunen, Jenna
dc.date.accessioned2020-02-20T11:05:31Z
dc.date.available2020-02-20T11:05:31Z
dc.date.issued2019
dc.identifier.citationLehesvuori, S., Hähkiöniemi, M., Viiri, J., Nieminen, P., Jokiranta, K., & Hiltunen, J. (2019). Teacher orchestration of classroom interaction in science : exploring dialogic and authoritative passages in whole-class discussions. <i>International Journal of Science Education</i>, <i>41</i>(17), 2557-2578. <a href="https://doi.org/10.1080/09500693.2019.1689586" target="_blank">https://doi.org/10.1080/09500693.2019.1689586</a>
dc.identifier.otherCONVID_33574532
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/67913
dc.description.abstractWhereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ideas manifested in teacher supportiveness toward students and, in authoritative interactions, the focus is more on the science’s or teacher’s point of view. Whereas dialogic and authoritative interactions have been viewed as oppositional in recent educational research, authoritative interactions could well be the seed for and give strength and meaning to dialogic interactions, and thus, to the overall dialogue. The focus in this study is on the interplay between authoritative and dialogic interactions rather than on the rivalry between them. In other words, we present how both dialogic and authoritative interactions can be essential for teacher orchestration of whole-class discussions. This is achieved through a temporal consideration of the interactions and an in-depth analysis of selected episodes of a case science teacher. Interpretations are complemented with teacher reflections to shed light on the on-the-fly decisions made by the teacher when orchestrating dialogue. Implications for educational research and teacher education are discussed.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofseriesInternational Journal of Science Education
dc.rightsIn Copyright
dc.subject.otherclassroom interaction in science
dc.subject.othercommunicative approaches
dc.subject.otherteacher orchestration
dc.titleTeacher orchestration of classroom interaction in science : exploring dialogic and authoritative passages in whole-class discussions
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202002202139
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineMatematiikka ja luonnontieteetfi
dc.contributor.oppiaineMatematiikka ja luonnontieteeten
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange2557-2578
dc.relation.issn0950-0693
dc.relation.numberinseries17
dc.relation.volume41
dc.type.versionacceptedVersion
dc.rights.copyright© 2019 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber286576
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoluokkaopetus
dc.subject.ysovuorovaikutus
dc.subject.ysodialogisuus
dc.subject.ysoluokkatyöskentely
dc.subject.ysoluonnontieteet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p25840
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p10824
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p6227
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/09500693.2019.1689586
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThis work was supported by Academy of Finland: [grant number 286576].


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