Elementary teachers' conceptualizations of classroom discussions across content areas: An epistemic network analysis

Abstract

This article explores how elementary teachers understand the purpose and practice of classroom discussion across English language arts (ELA) and mathematics. Research suggests that classroom discussions have a positive impact on student engagement, critical thinking, and conceptual understanding. Furthermore, studies have illuminated the interconnectedness between how teachers think about discussions and how they lead them. Using epistemic network analysis, this article investigates variations between how elementary teachers conceptualize classroom discussion in different content areas. Findings suggest that teachers' conceptualizations of high-quality discussion differ across ELA and mathematics. Understanding these variations may help both researchers and professional development providers.