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Scaffolding through dialogic teaching in early school classrooms
ARTICLE

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TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.M. & Lerkkanen, M.K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 143-154. Elsevier Ltd. Retrieved December 8, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.01.007

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