“Can do!” Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse
Abstrakti
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.
Päätekijä
Aineistotyyppi
Artikkelit
Tutkimusartikkeli
Julkaistu
2020
Sarja
Aiheet
Julkaisu tutkimustietojärjestelmässä
Julkaisija
Routledge
Julkaisun pysyvä osoite
https://urn.fi/URN:NBN:fi:jyu-202101211198Käytä tätä linkitykseen
Vertaisarvioinnin tila
Vertaisarvioitu
ISSN
0031-3831
DOI
https://doi.org/10.1080/00313831.2019.1570547
Kieli
englanti
Julkaisussa
Scandinavian Journal of Educational Research
Viite
- 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
Lisenssi
Lisätietoja rahoituksesta
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