Educational dialogue among teachers experiencing different levels of self-efficacy
| dc.contributor.author | Muhonen, Heli | |
| dc.contributor.author | Pakarinen, Eija | |
| dc.contributor.author | Rasku-Puttonen, Helena | |
| dc.contributor.author | Lerkkanen, Marja-Kristiina | |
| dc.date.accessioned | 2021-09-17T06:37:06Z | |
| dc.date.available | 2021-09-17T06:37:06Z | |
| dc.date.issued | 2021 | |
| dc.identifier.citation | Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., & Lerkkanen, M.-K. (2021). Educational dialogue among teachers experiencing different levels of self-efficacy. <i>Learning, Culture and Social Interaction</i>, <i>29</i>, Article 100493. <a href="https://doi.org/10.1016/j.lcsi.2021.100493" target="_blank">https://doi.org/10.1016/j.lcsi.2021.100493</a> | |
| dc.identifier.other | CONVID_51415247 | |
| dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/77810 | |
| dc.description.abstract | This study examines the occurrence and quality of educational dialogue in the Grade 1 classrooms of teachers with low, moderate and high self-efficacy beliefs. Video recordings of 24 teachers were analysed based on episodes of educational dialogue and were categorised with respect to patterns of dialogic teaching. Teachers with low levels of self-efficacy conducted educational dialogue the least; they also used less teacher-initiated, high-quality dialogue compared with moderate and high self-efficacy teachers. Teachers with high self-efficacy utilised more child-initiated high-quality dialogue compared with the moderate self-efficacy teachers. The findings are important because they provide a new approach for the field of educational dialogue by considering self-efficacy as a teacher-related factor on the background of dialogue. | en |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | eng | |
| dc.publisher | Elsevier | |
| dc.relation.ispartofseries | Learning, Culture and Social Interaction | |
| dc.rights | CC BY-NC-ND 4.0 | |
| dc.subject.other | educational dialogue | |
| dc.subject.other | teacher self-efficacy | |
| dc.subject.other | patterns of dialogic teaching | |
| dc.subject.other | primary school | |
| dc.title | Educational dialogue among teachers experiencing different levels of self-efficacy | |
| dc.type | article | |
| dc.identifier.urn | URN:NBN:fi:jyu-202109174885 | |
| dc.contributor.laitos | Opettajankoulutuslaitos | fi |
| dc.contributor.laitos | Department of Teacher Education | en |
| dc.contributor.oppiaine | Kasvatuspsykologia | fi |
| dc.contributor.oppiaine | Kasvatustiede | fi |
| dc.contributor.oppiaine | Kasvatuspsykologia | en |
| dc.contributor.oppiaine | Education | en |
| dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
| dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
| dc.description.reviewstatus | peerReviewed | |
| dc.relation.issn | 2210-6561 | |
| dc.relation.volume | 29 | |
| dc.type.version | acceptedVersion | |
| dc.rights.copyright | © 2021 Elsevier Ltd. All rights reserved. | |
| dc.rights.accesslevel | openAccess | fi |
| dc.relation.grantnumber | 317610 | |
| dc.subject.yso | opettajat | |
| dc.subject.yso | omatoimisuus | |
| dc.subject.yso | alakoulu | |
| dc.subject.yso | opettaja-oppilassuhde | |
| dc.subject.yso | dialogisuus | |
| dc.subject.yso | luokkatyöskentely | |
| dc.format.content | fulltext | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p1117 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p15870 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p21828 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p1050 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p10824 | |
| jyx.subject.uri | http://www.yso.fi/onto/yso/p568 | |
| dc.rights.url | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.relation.dataset | https://doi.org/10.17011/jyx/dataset/77741 | |
| dc.relation.doi | 10.1016/j.lcsi.2021.100493 | |
| dc.relation.funder | Research Council of Finland | en |
| dc.relation.funder | Suomen Akatemia | fi |
| jyx.fundingprogram | Academy Project, AoF | en |
| jyx.fundingprogram | Akatemiahanke, SA | fi |
| jyx.fundinginformation | The study was funded by the Academy of Finland (No. 317610), the Finnish Work Environment Fund, and Ella and Georg Ehrnrooth Foundation. | |
| datacite.isSupplementedBy.doi | 10.17011/jyx/dataset/77741 | |
| datacite.isSupplementedBy | Pakarinen, Eija; Lerkkanen, Marja-Kristiina. (2021). <i>Teacher and Student Stress and Interaction in Classroom (TESSI)</i>. V. 31.7.2021. University of Jyväskylä. <a href="https://doi.org/10.17011/jyx/dataset/77741" target="_blank">https://doi.org/10.17011/jyx/dataset/77741</a>. <a href="http://urn.fi/URN:NBN:fi:jyu-202109104845">https://urn.fi/URN:NBN:fi:jyu-202109104845</a> | |
| dc.type.okm | A1 |
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