Teachers from diverse cultural settings orchestrating classroom discourse

Aranda, George, Tytler, Russell and Freitag-Amtmann, Ines 2017, Teachers from diverse cultural settings orchestrating classroom discourse. In Hackling, Mark W., Ramseger, Jörg and Hsiao-Lan, Sharon Chen (ed), Quality teaching in primary science education : cross-cultural perspectives, Springer, Dordrecht, The Netherlands, pp.123-148, doi: 10.1007/978-3-319-44383-6_6.

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Title Teachers from diverse cultural settings orchestrating classroom discourse
Author(s) Aranda, GeorgeORCID iD for Aranda, George orcid.org/0000-0001-8707-8107
Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Freitag-Amtmann, Ines
Title of book Quality teaching in primary science education : cross-cultural perspectives
Editor(s) Hackling, Mark W.
Ramseger, Jörg
Hsiao-Lan, Sharon Chen
Publication date 2017
Chapter number 6
Total chapters 13
Start page 123
End page 148
Total pages 25
Publisher Springer
Place of Publication Dordrecht, The Netherlands
Keyword(s) Primary Science Education
Classroom discourse
Cross cultural comparison
Summary Researchers have long argued 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 key to developing and supporting a rich vein of interactive discussion. This Chapter describes the analysis of video sequences for seven teachers across Australia, Germany and Taiwan to develop a coding scheme for these teachers’ ‘discursive moves’ that guide and respond to student inputs, to unpack more completely the strategies used by experienced teachers in each country to develop interactive discussion. The analysis showed the complex ways in which knowledge was transacted, with a range of teacher discursive moves serving three broad purposes: to affirm and mark student responses, to clarify, and to challenge and extend student ideas. The analysis revealed a commonality in the discursive moves of the teachers, but with very different patterns of control of talk and of negotiation of knowledge in response to student claims. The data show clearly that all these experienced teachers’ discourse moves go well beyond the traditional Initiation-Response-Evaluation (IRE) patterns described in the literature, such that all teachers focus strongly on supporting reasoning and higher level learning. However, their patterns of moves differ considerably in the way they develop over lessons, in the way the dialogic-authoritative discourse distinction plays out, and in individual discursive styles related to beliefs. It is argued that the discursive patterns are strongly framed by contextual and cultural factors relating to the way classrooms are constituted in the three countries.
ISBN 331944381X
Language eng
DOI 10.1007/978-3-319-44383-6_6
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2017, Springer International Publishing Switzerland
Persistent URL http://hdl.handle.net/10536/DRO/DU:30088869

Document type: Book Chapter
Collections: Faculty of Arts and Education
School of Education
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