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dc.contributor.authorMuhonen, Heli
dc.contributor.authorPakarinen, Eija
dc.contributor.authorRasku-Puttonen, Helena
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.date.accessioned2021-09-17T06:37:06Z
dc.date.available2021-09-17T06:37:06Z
dc.date.issued2021
dc.identifier.citationMuhonen, 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.otherCONVID_51415247
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77810
dc.description.abstractThis 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.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning, Culture and Social Interaction
dc.rightsCC BY-NC-ND 4.0
dc.subject.othereducational dialogue
dc.subject.otherteacher self-efficacy
dc.subject.otherpatterns of dialogic teaching
dc.subject.otherprimary school
dc.titleEducational dialogue among teachers experiencing different levels of self-efficacy
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202109174885
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
jyx.noteLerkkanen, Marja-Kristiina, Pakarinen, Eija (2021). Teacher and Student Stress and Interaction in Classroom (TESSI). V. 31.7.2021.
jyx.note.urihttps://doi.org/10.17011/jyx/dataset/77741
dc.description.reviewstatuspeerReviewed
dc.relation.issn2210-6561
dc.relation.volume29
dc.type.versionacceptedVersion
dc.rights.copyright© 2021 Elsevier Ltd. All rights reserved.
dc.rights.accesslevelembargoedAccessfi
dc.relation.grantnumber317610
dc.subject.ysoopettajat
dc.subject.ysoomatoimisuus
dc.subject.ysoalakoulu
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysodialogisuus
dc.subject.ysoluokkatyöskentely
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p15870
jyx.subject.urihttp://www.yso.fi/onto/yso/p21828
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p10824
jyx.subject.urihttp://www.yso.fi/onto/yso/p568
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.datasethttps://doi.org/10.17011/jyx/dataset/77741
dc.relation.doi10.1016/j.lcsi.2021.100493
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThe study was funded by the Academy of Finland (No. 317610), the Finnish Work Environment Fund, and Ella and Georg Ehrnrooth Foundation.
datacite.isSupplementedBy.doi10.17011/jyx/dataset/77741


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