Teacher Facilitation of Elementary Science Discourse after a Professional Development Initiative

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
H. Borko, Florencia Gomez Zaccarelli, E. Reigh, J. Osborne
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引用次数: 3

Abstract

This article reports on changes in science discourse practices of four teachers who participated in an extended professional development (PD) program. Teachers were selected for their different patterns of improvement in the quality of their classroom discourse during their participation in the program. Analyses of their practices to support student discourse focused on “talk structures” and “teacher talk moves,” identified through fine-grained coding of these lesson features in classroom videos. All teachers increased their use of interactive talk structures and the cognitive demand of the talk moves they used while facilitating discussion. At the same time, there was considerable diversity in their improvements. Analyses of interviews and surveys indicate that they adopted pedagogical tools introduced in the PD program. We discuss the relationship between changes in their practice and features of the PD and suggest implications for PD and research.
专业发展倡议后小学科学话语的教师促进
本文报道了四名教师参加扩展专业发展(PD)项目后科学话语实践的变化。教师是根据他们参与该计划期间课堂话语质量改善的不同模式而选择的。通过对课堂视频中这些课程特征的细粒度编码,分析他们支持学生话语的实践,重点关注“谈话结构”和“教师谈话动作”。所有教师都增加了互动会话结构的使用,并增加了他们在促进讨论时使用的会话动作的认知需求。与此同时,它们的改进也存在相当大的差异。访谈和调查分析表明,他们采用了PD计划中引入的教学工具。我们讨论了他们的实践变化与PD特征之间的关系,并提出了PD和研究的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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