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Expert teachers’ discursive moves in science classroom interactive talk

journal contribution
posted on 01.04.2015, 00:00 authored by Russell TytlerRussell Tytler, George ArandaGeorge Aranda
It is well established that teacher-student interactive talk is critically important in supporting students to reason and learn in science. Teachers’ discursive moves in responding to student input are keys to developing and supporting a rich vein of interactive discussion. While initiation-response-evaluation (IRE) sequences have been shown to dominate science classroom discourse patterns worldwide, teacher ‘prompts’ are important for opening up opportunities for reasoning and higher level learning. This paper describes the analysis of video sequences for five expert elementary teachers across three countries to develop a coding scheme for these teachers’ ‘discursive moves’ to guide and respond to student inputs, that unpacks more completely the strategies they use to develop interactive discussion. The analysis showed varied patterns of knowledge transaction, with teacher discursive moves serving three broad purposes: to elicit and acknowledge student responses, to clarify and to extend student ideas. The patterns of talk were also related to the dialogic-authoritative distinction in analysis of talk, to show that this distinction is only clear for particular types of expert practice. While the particular moves teachers use vary across parts of lessons we argue that they are revealing of teachers’ particular beliefs and of systemic constraints, and that there exist patterns in the use of the discursive categories that capture how expert teachers build deeper level knowledge in classroom interactive talk. We describe ways in which the analysis can inform science teacher education and the professional learning of teachers of science.

History

Journal

International journal of science and mathematics education

Volume

13

Issue

2

Pagination

425 - 446

Publisher

Springer

Location

Berlin, Germany

ISSN

1571-0068

eISSN

1573-1774

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2015, Ministry of Science and Technology, Taiwan