6533b863fe1ef96bd12c78c3

RESEARCH PRODUCT

Scaffolding through dialogic teaching in early school classrooms

Eija PakarinenHelena Rasku-puttonenMarja-kristiina LerkkanenHeli MuhonenPoikkeus Anna-maija

subject

teacher-initiatedScaffoldscaffoldingeducationdalogic teachingbehavioral disciplines and activitiespreschoolprimary schoolEducationmental disordersPedagogyMathematics educationta5160501 psychology and cognitive sciencesActive listeningDialogic05 social sciences050301 educationchild-initiatedhumanitiesesikouluFacilitatorQualitative content analysisPsychology0503 education050104 developmental & child psychology

description

The present study examines what types of dialogic teaching patterns can be identified in the early school years, and how teachers scaffold children's participation and shared understanding through dialogic teaching. Thirty recorded lessons from preschool to Grade 2 in Finnish classrooms were analysed using qualitative content analysis. Two teacher-initiated and two child-initiated dialogic teaching patterns were identified. Teacher's scaffolding in teacher-initiated dialogues was characterised by high responsibility in maintaining the interactional flow and utilisation of diverse strategies. In the child-initiated dialogues, the teachers' scaffolding consisted of listening and inquiry, and the teacher thus served more as a facilitator of dialogue. peerReviewed

yearjournalcountryeditionlanguage
2016-04-01Teaching and Teacher Education
https://doi.org/10.1016/j.tate.2016.01.007