“Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse
Vehkakoski, T. (2020). “Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse. Scandinavian Journal of Educational Research, 64(3), 408-424. https://doi.org/10.1080/00313831.2019.1570547
Published inScandinavian Journal of Educational Research
© 2019 Scandinavian Journal of Educational Research
This study offers detailed observational analyses of how teachers use optimism as an instructional resource when responding to students’ failure expectation displays in classroom situations. The results were based on video-recordings of 25 lessons in two Finnish part-time special education settings, analysed by means of applied conversation analysis. The results showed that the teachers boosted optimism by inverting students’ negative utterances, giving examples of successful experiences of peers, offering praise for students’ earlier performance or focusing on problems through instructional support. The study underlines the importance of addressing and elaborating students’ negative learning-related self-assessments in classroom interactions.
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Additional information about fundingThis study forms part of a larger research project entitled “Something special in pedagogy? Classroom interaction in special education settings”. The project was supported by a postdoctoral fellowship from the Academy of Finland; Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta [Grant Number SA122622].
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