Applying Epistemic Network Analysis to Explore the Difference Between Student Teachers and Experienced Teachers in Classroom Discourse based on Mathematics Classes
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Authors
Society for Information Technology & Teacher Education International Conference, Apr 07, 2020 in Online ISBN 978-1-939797-48-3
Abstract
As the main body of classroom teaching, classroom discourse is an important means for teachers to discover students' classroom behavior and transmit information to them. Based on the theory of IRF, this study aims to explore the classroom discourse characteristics of student teachers and experienced teachers, and make some suggestions for pre-job training of student teachers. In this study, two experienced teachers and two student teachers’ mathematics classroom videos were collected, and ENA was mainly used for visual analysis of classroom discourse in these four videos. The results show that: In the mathematics classroom, student teachers should attach importance to the establishment of a complete IRF discourse structure; In terms of questioning strategies, student teachers should flexibly use questioning methods to inspire students' thinking; In the way of feedback, math teachers should pay attention to the feedback of students' speeches, consciously give students hints, and encourage them to summaries.
Citation
Yue, L., Hu, Y. & Xiao, J. (2020). Applying Epistemic Network Analysis to Explore the Difference Between Student Teachers and Experienced Teachers in Classroom Discourse based on Mathematics Classes. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 850-858). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 11, 2024 from https://www.learntechlib.org/p/215835.
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