“Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse
Abstract
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.
Main Author
Format
Articles
Research article
Published
2020
Series
Subjects
Publication in research information system
Publisher
Routledge
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202101211198Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
0031-3831
DOI
https://doi.org/10.1080/00313831.2019.1570547
Language
English
Published in
Scandinavian Journal of Educational Research
Citation
- 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
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Additional information about funding
This 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].
Copyright© 2019 Scandinavian Journal of Educational Research