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dc.contributor.authorVasalampi, Kati
dc.contributor.authorMetsäpelto, Riitta-Leena
dc.contributor.authorSalminen, Jenni
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorMäensivu, Marja
dc.contributor.authorPoikkeus, Anna-Maija
dc.date.accessioned2021-07-08T10:05:02Z
dc.date.available2021-07-08T10:05:02Z
dc.date.issued2021
dc.identifier.citationVasalampi, K., Metsäpelto, R.-L., Salminen, J., Lerkkanen, M.-K., Mäensivu, M., & Poikkeus, A.-M. (2021). Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme. <i>Learning, Culture and Social Interaction</i>, <i>30</i>(Part A), Article 100538. <a href="https://doi.org/10.1016/j.lcsi.2021.100538" target="_blank">https://doi.org/10.1016/j.lcsi.2021.100538</a>
dc.identifier.otherCONVID_98966117
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77060
dc.description.abstractThis study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic teaching practices. The participants comprised seven in-service teachers and their 140 pupils (10- to 15-year-olds) from two comprehensive schools. The findings indicated positive change in the use of dialogic teaching practices and in observed pupils' school engagement during the programme. Moreover, pupils' help-seeking during lessons increased over the course of the programme. The study suggests that a structured professional development programme utilising video recordings with teacher reflections provides beneficial tools for promoting teachers' employment of dialogic interaction and pupils' school engagement.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier BV
dc.relation.ispartofseriesLearning, Culture and Social Interaction
dc.rightsCC BY 4.0
dc.subject.otherprofessional development
dc.subject.otherdialogic teaching practices
dc.subject.otherschool engagement
dc.subject.othersituation-specific engagement
dc.subject.otherobservation
dc.titlePromotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202107084246
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineOpettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)fi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEarly Childhood Educationen
dc.contributor.oppiainePsychologyen
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineTeacher education research (teaching, learning, teacher, learning paths, education)en
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn2210-6561
dc.relation.numberinseriesPart A
dc.relation.volume30
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Authors. Published by Elsevier Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber299506
dc.relation.grantnumber268586
dc.relation.grantnumber323773
dc.relation.grantnumber292466
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysositoutuminen
dc.subject.ysovuorovaikutus
dc.subject.ysokehittäminen
dc.subject.ysoopetustilanne
dc.subject.ysoosaamisen kehittäminen
dc.subject.ysodialogisuus
dc.subject.ysoopettajat
dc.subject.ysokuvatallenteet
dc.subject.ysohavainnointi
dc.subject.ysodialogi
dc.subject.ysoluokkatyöskentely
dc.subject.ysoammatillinen kehitys
dc.subject.ysoopetusmenetelmät
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p13419
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p4230
jyx.subject.urihttp://www.yso.fi/onto/yso/p569
jyx.subject.urihttp://www.yso.fi/onto/yso/p38391
jyx.subject.urihttp://www.yso.fi/onto/yso/p10824
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p5962
jyx.subject.urihttp://www.yso.fi/onto/yso/p8802
jyx.subject.urihttp://www.yso.fi/onto/yso/p14560
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
jyx.subject.urihttp://www.yso.fi/onto/yso/p13158
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.lcsi.2021.100538
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiatutkijan tehtävä, SAfi
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramResearch post as Academy Research Fellow, AoFen
jyx.fundingprogramResearch profiles, AoFen
jyx.fundinginformationThis study was funded by the Academy of Finland's Research Programme on the Health and Welfare of children and young people (SKIDI-KIDS II, No. 263 891, 2013–2015), and other grants from the same funding agency (No. 299 506, 268 586, 292 466, 323 773).


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