6533b82bfe1ef96bd128ce72
RESEARCH PRODUCT
Educational dialogue among teachers experiencing different levels of self-efficacy
Marja-kristiina LerkkanenHeli MuhonenHelena Rasku-puttonenEija Pakarinensubject
Self-efficacyDialogiceducational dialoguemedia_common.quotation_subjectField (Bourdieu)educationteacher self-efficacyluokkatyöskentelyopettajatbehavioral disciplines and activitiesomatoimisuusEducationprimary schoolalakoulupatterns of dialogic teachingdialogisuusmental disordersMathematics educationQuality (business)Psychologyopettaja-oppilassuhdemedia_commondescription
This 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. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2021-06-01 |