6533b86cfe1ef96bd12c7f16

RESEARCH PRODUCT

Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates

Eija PakarinenEija PakarinenAntje Von SuchodoletzHeli MuhonenLydia BarzaMarja-kristiina Lerkkanen

subject

DialogicCross countrymedia_common.quotation_subject05 social sciences050301 educationSpace (commercial competition)EducationPedagogy0501 psychology and cognitive sciencesQuality (business)Sociology0503 education050104 developmental & child psychologyEducational systemsmedia_common

description

Abstract The present study explored patterns of dialogic teaching in kindergarten classrooms across two countries with different educational systems and cultural backgrounds: Finland and the United Arab Emirates (UAE). In each country, transcripts of thirteen learning sessions were analyzed by identifying episodes of educational dialogue and categorizing them with regard to previously identified patterns of dialogic teaching. Results showed that teachers, rather than students, initiated dialogue. Further, teacher-initiated teaching dialogue of high quality was the dominant dialogue pattern. Comparisons across countries revealed less educational dialogue and more teacher-initiated questions in classrooms in the UAE, while more open space for sharing thoughts was found in kindergarten classrooms in Finland. The findings suggest variations in the structure of educational dialogue and instructional practices in kindergarten classrooms across contexts.

yearjournalcountryeditionlanguage
2020-06-01Learning, Culture and Social Interaction
https://doi.org/10.1016/j.lcsi.2018.11.011