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dc.contributor.authorHiltunen, Matti
dc.contributor.authorKärkkäinen, Sirpa
dc.contributor.authorKeinonen, Tuula
dc.contributor.authorHähkiönniemi, Markus
dc.contributor.authorLehesvuori, Sami
dc.contributor.authorTikkanen, Pirjo
dc.date.accessioned2016-09-22T12:19:07Z
dc.date.available2016-09-22T12:19:07Z
dc.date.issued2016
dc.identifier.citationMatti HILTUNEN, Sirpa KÄRKKÄINEN, Tuula KEINONEN, Markus HÄHKIÖNIEMI, Sami LEHESVUORI, Pirjo TIKKANEN. Primary school student teachers' classroom talk during inquiry-based biology lessons, PROBLEMS OF EDUCATION IN THE 21st CENTURY, pages 37-56, Volume 69, 2016fi_FI
dc.identifier.issn1822-7864
dc.identifier.urihttps://erepo.uef.fi/handle/123456789/128
dc.descriptionArticle
dc.description.abstractIn schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching.fi_FI
dc.language.isoenfi_FI
dc.publisherPECfi_FI
dc.relation.ispartofseriesProblems of Education in the 21st Century;
dc.relation.urihttp://www.scientiasocialis.lt/pec/files/pdf/vol69/37-56.Hiltunen_Vol.69_PEC.pdffi_FI
dc.rightsCC BY http://creativecommons.org/licenses/by/4.0/
dc.subjectauthoritative talkfi_FI
dc.subjectdialogic talkfi_FI
dc.subjectinquiry-based lessonfi_FI
dc.subjectprimary schoolfi_FI
dc.subjectteacher educationfi_FI
dc.titlePrimary school student teachers' classroom talk during inquiry-based biology lessonsfi_FI
dc.typehttp://purl.org/eprint/type/JournalArticle
dc.description.versionpublisher's pdffi_FI
dc.contributor.departmentPhilosophical Faculty
dc.contributor.departmentSchool of Applied Educational Science and Teacher Education / Joensuu
dc.contributor.departmentJyväskylän yliopisto
uef.solecris.id39404525
eprint.statushttp://purl.org/eprint/status/PeerReviewedfi_FI
dc.type.publicationinfo:eu-repo/semantics/article
dc.rights.accessrights© PEC
uef.citationinfo.issue69
dc.description.reviewstatushttp://purl.org/eprint/status/PeerReviewed
dc.relation.issn1822-7864
dc.relation.issue69
dc.rights.accesslevelopenAccess


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