Expert teachers’ discursive moves in science classroom interactive talk

Tytler, Russell and Aranda, George 2015, Expert teachers’ discursive moves in science classroom interactive talk, International journal of science and mathematics education, vol. 13, no. 2, pp. 425-446, doi: 10.1007/s10763-015-9617-6.

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Title Expert teachers’ discursive moves in science classroom interactive talk
Author(s) Tytler, RussellORCID iD for Tytler, Russell
Aranda, GeorgeORCID iD for Aranda, George
Journal name International journal of science and mathematics education
Volume number 13
Issue number 2
Start page 425
End page 446
Total pages 22
Publisher Springer
Place of publication Berlin, Germany
Publication date 2015-04
ISSN 1571-0068
Keyword(s) Dialogic-authoritative discourse
Elementary school science classroom practice
Expert teachers of science
Interactive classroom talk
Teacher discursive moves
Teacher response to student input
Video classroom analysis
Social Sciences
Education & Educational Research
Summary 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.
Language eng
DOI 10.1007/s10763-015-9617-6
Field of Research 130302 Comparative and Cross-Cultural Education
130212 Science, Technology and Engineering Curriculum and Pedagogy
130105 Primary Education (excl Maori)
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Ministry of Science and Technology, Taiwan
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