scholarly journals Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice

2018 ◽  
Author(s):  
Christine Edwards-Groves
Keyword(s):  
Teaching Practice ◽  
Classroom Interaction

scholarly journals Developing Culture-Based English Instructional Materials to Improve Students’ Thinking, ELT Achievement, and Classroom Interaction

2020 ◽  
Vol 14 (2) ◽  
pp. 211-218
Author(s):  
Zukhairatunniswah Prayati ◽  
Haerazi Haerazi ◽  
Lalu Ari Irawan ◽  
Rully May Vikasari
Keyword(s):  
Middle Schools ◽  
Classroom Management ◽  
Teaching Practice ◽  
Classroom Interaction ◽  
English Teachers ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Instructional Materials ◽  
Learning Goals ◽  
Learning Needs

The research aimed to provide students’ learning and target needs of incorporating culture-based English instructionalmaterials in enhancing students’ critical thinking skills, ELT achievement, and classroom interaction at the Central Lombok middle schools. The research was a quantitative study. The 350 students and 10 English teachers were involved in the research. The average of students’ age ranged from 12-13 years old, while the English teachers were certified Englishteachers at the middle schools. They had also been from five to seven years of teaching practice experience. The data were collected using a questionnaire to see the students’ and teachers’ needs that were focused on target needs and learning needs. The target needs comprised the learning goals, lacks, and wants, while the learning needs included learning inputs, students’ roles, and classroom management. The data were analyzed using some steps; computation, display, drawing conclusion, and verification processes. Based on the data analysis, the target needs show that students are expected to get English proficiencies by providing them various cultural materials, namely local arts, traditional games, traditional rates, traditional technologies, and traditional pieces of literature. It can bring them to think critically to improve ELT achievement and build classroom interaction. At the same time, the analysis of learning needs informs that students need an appropriate English learning approach. They show they have an intention to be autonomous learners.

scholarly journals Incorporating Internet resources into classroom practice: Secondary school teacher action plans

2012 ◽  
Vol 28 (8) ◽  
Author(s):  
Elena Ramirez ◽  
Maria Clemente ◽  
Isabel Canedo ◽  
Jorge Martin
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Classroom Practice ◽  
Teaching Practice ◽  
School Teacher ◽  
Classroom Interaction ◽  
Future Research ◽  
Internet Resources ◽  
Information And Communication ◽  
Curricular Elements

Knowing  precisely  how  teachers  use  Internet  resources  in  their  classroom  practice  is essential  when  seeking  to  explain  what  aspects  support  the  real  incorporation  of information  and  communication  technologies  (ICT)  in  teaching,  and  in  determining the  mechanisms  underlying  the  use  of  these  resources  in  direct  teaching  situations.This article examines how five secondary school teachers assimilated different Internet resources  into  their  teaching  practice.  Using  a  system  for  analysing  classroom interaction that allowed us to segment teaching practice into categories differentiated by  their  level  of  generality,  we  studied  the  recordings  of  five  class  sessions  in  which Internet  resources  were  used.  The  results  show  that  common  patterns  existed  in  the way  these  teachers  handled  their  sessions.  The  most  outstanding  pattern  showed  the overriding  importance  of  curricular  tasks  and  contents  in  the  class  sessions,  and  the subordination of the ICT resources to these curricular elements. It is also important to underscore the appearance of one type of task performance activity with ICT in all the sessions  analysed,  although  more  analysis  about  this  activity  is  needed.  The  results pose  challenges  for  the  development  of  future  research  regarding  consistency  in  the patterns of action found.

scholarly journals Classroom research in religious education: The potential of grounded theory

2017 ◽  
Vol 73 (4) ◽  
Author(s):  
Martin Rothgangel ◽  
Judith Saup
Keyword(s):  
Grounded Theory ◽  
Religious Education ◽  
Teaching Practice ◽  
Profile Analysis ◽  
Classroom Interaction ◽  
Classroom Research ◽  
Research Strategies ◽  
Student Profile ◽  
Data Collection And Analysis ◽  
Basic Features

Grounded theory is one of the most common qualitative research strategies in social sciences. Currently, many applications of this theory are being developed for religious education. In the article it is argued that grounded theory deserves special attention for classroom research in religious education. For this reason, the basic features (fundamental openness and concurrence of data collection and analysis; constant comparison and asking analytical questions) as well as the coding strategies (open, axial, and selective) of grounded theory will be explained and concretised. An analysis of one example sequence demonstrates how grounded theory may be used to emphasise the communicative and substantive aspects (as well as the interaction between the two) of classroom interaction, therefore lending itself to data analysis. In this manner, grounded theory can also be used for an intensive analysis of a student’s learning process, as the authors have done in one student profile analysis, as well as for a comparative analysis of teaching practice in an actual class or even a variety of classes.

scholarly journals Professores reflexivos em processo de mudança na sala de aula de língua estrangeira

2010 ◽  
Vol 9 (1) ◽  
pp. 50-71
Author(s):  
Solange Maria de Barros Ibarra Papa
Keyword(s):  
Foreign Language ◽  
Social Transformation ◽  
Teaching Practice ◽  
Classroom Interaction ◽  
Reflective Teaching ◽  
Main Concern ◽  
Discursive Practices ◽  
Classroom Context ◽  
Language Classroom ◽  
Foreign Language Classroom

This study aims at investigating the discursive practices of a reflective teacher in the foreign language classroom, as well as to verify whether reflective teaching practice contributes or not to the process of (self)emancipation and social transformation. The main concern is to understand what she says, as well as what she really does in the classroom context. In the analysis I used recordings of interviews and classroom interaction based on SFG and CDA.

scholarly journals “MOVE” ANALYSIS IN CLASSROOM INTERACTION (An Functional Grammar Approach

2016 ◽  
Vol 6 (2) ◽  
pp. 73
Author(s):  
Shalehoddin Shalehoddin ◽  
Erwin Ashari
Keyword(s):  
Qualitative Method ◽  
Teaching Practice ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Functional Grammar ◽  
Data Source ◽  
Actor Analysis ◽  
Descriptive Qualitative

Find out the form of  “move” in students classssroom interaction of UNRIKA during teaching practice program was the aim of this study. Conversation texts taken froms tudents’ classssroom interaction of UNRIKA during teaching practice program were  the data of this research. To analize the data, in this study , descriptive qualitative method was used. There were five classroom interactions selected as the data source. The data were taken by recording then transcripted. Rewriting, Identifing utterences, elaborating and then analized were the process of data analysi. The findings of this study showed that were 261 clauses analysis. There were two types of move” in students classssroom interaction found, namely congruent and metaphorical “move” coding. Congruent and metaphorical “move” coding was 76.63% and metaphorical “move” coding was 27.37%. Congruent “move” coding was built in “knower” and “actor” analysis, but “knower” analysis was more dominant. It means the conversation texts dominnated by the statement and question, in another word, the content of the interaction refered to the lecturing and discussion situation.  Keywords: “Move”,” Knower”, “Actor” Congruent and Metaphor Coding.

scholarly journals Technology and ethnography – will it blend? Technological possibilities for fieldwork on transformations of teacher knowledge with videography and video diaries

Seminar.net ◽  
2015 ◽  
Vol 11 (3) ◽  
Author(s):  
Clemens Wieser
Keyword(s):  
Teacher Knowledge ◽  
Teaching Practice ◽  
Practical Knowledge ◽  
Classroom Interaction ◽  
Personal Knowledge ◽  
Classroom Teaching ◽  
Knowledge Transformation ◽  
Knowledge For Teaching ◽  
Ethnographic Fieldwork ◽  
Stimulated Recall

Knowledge transformation drives changes in teaching practice. It takes place when a teacher mobilises personal knowledge for teaching. Technology can inform research on how knowledge transforms in practices of distancing from classroom teaching, and how a teacher draws on them to engage with a class. The paper introduces three fieldwork approaches that blend ethnographic fieldwork with technological possibilities: (1) Videographies of classroom interaction document practical educational knowledge of teachers and the orientations they use in classroom interaction. (2) Stimulated recall allows teachers to re-view classroom interaction. In talking about what has happened, teachers can present rationalisations of classroom events and explain how they addressed these events. Stimulated recalls also allow teachers to construct narratives in which they detail lived teaching experiences. Both stimulated recall and narratives document personal educational knowledge of teachers. (3) Video diaries allow teachers to tell stories from places outside of school, places in which they think about teaching and prepare for classes. There, teachers operate with self-technologies that scaffold the transformation of personal knowledge into practical knowledge. A conclusion outlines how data from these three technology-enhanced fields can be integrally analysed.

Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice

2012 ◽  
Vol 114 (3) ◽  
pp. 1-34
Author(s):  
Daniel Chazan ◽  
Patricio Herbst
Keyword(s):  
Preservice Teachers ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Research Question ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Actual Practice ◽  
Mathematical Work ◽  
Study Group ◽  
Mathematics Classrooms

Background/Context For decades, teacher educators and professional developers have been using video recordings of actual classroom practice to help teachers reflect on their teaching (e.g., van Es & Sherin, 2002, 2008) and to help preservice teachers come into contact with practice (Lampert & Ball, 1998). However, the use of video records of actual practice involves important facilitation challenges (Lefevre, 2004). Purpose/Objective/Research Question/Focus of Study Challenges of using video records of actual practice with teachers, as well as a research program focused on the rationality of mathematics teaching (Herbst & Chazan, 2003), suggest a move toward sketchier representations of classroom interaction; this article focuses on two-dimensional video-based animations of fictional classroom interactions as another kind of video image for representing classrooms. Research Design This research project carries out breaching experiments (Mehan & Wood, 1975) related to models of the responsibilities of teachers and students when carrying out particular mathematical work in the context of mathematics classrooms. This project explores hypotheses derived from these models about who has the responsibility to do what, in what order, and how these responsibilities play out in time when a classroom is engaged with this mathematics. The hypotheses are tested by having study groups of teachers respond to clips from animated lessons in which there are breaches of the responsibilities as suggested by the models. These encounters between teachers and the scenarios present teachers with classroom interactions that maintain many of the characteristics of ordinary action, but breach others; practitioners then speak about the teaching represented and researchers examine their reactions. The project uses discourse analytic techniques to identify the arguments (in the sense of Toulmin, 1958) being made by teachers about how the animated stories should go. The warrants provided in these arguments give insight into the rationality of teaching practice. This article presents a conceptual argument and illustrates the argument with excerpts, from the project's data corpus, of teachers’ discussions about teaching scenarios depicted in animated videos. Conclusions/Recommendations Based on an analysis of data from the ThEMaT project's data corpus of teacher study group interactions, this article finds that the study group teachers identify with the work that the teacher in the animation does, project their own beliefs and circumstances onto the characters in the animation, and use their classroom experience to suggest back stories for characters that explain away (or repair) tensions between actions in the animations and the teachers’ sense of how mathematics classrooms should operate. We view these findings about the nature of teachers’ interactions with the animations as evidence that fictional animations are a valuable addition to our field's capacities to represent practice, one that can support conversations about tactical and strategic dimensions of the work of teaching.

Interrupting Patriarchy: Politics, Resistance, and Transformation in the Feminist Classroom

1990 ◽  
Vol 60 (4) ◽  
pp. 467-489 ◽  
Author(s):  
Magda Lewis
Keyword(s):  
Violence Against Women ◽  
Teaching Practice ◽  
Classroom Interaction ◽  
Status Quo ◽  
Psychological Violence ◽  
Social Emotional ◽  
Transformative Power ◽  
Negotiation Strategies ◽  
Political Perspective ◽  
Feminist Teaching

In this article Magda Lewis investigates the psychological, social, and sexual dynamics of the feminist classroom as the women and men in her course struggle with the realities of violence against women and the negotiation strategies women use to succeed and survive in a patriarchal society. Lewis presents a feminist critique of patriarchy through her own feminist teaching practice within a context of both blatant and subtle forms of physical, social,emotional, and psychological violence against women. She analyzes students' resistance to such a critique, and self-consciously examines and questions the conditions under which her students make meaning of these events. Lewis shares some of the teaching strategies she has used to subvert the gendered status quo of classroom interaction between women and men by including her thoughts and reactions to her students' accounts of their experiences, perceptions,frustrations, and anger as they grapple with these issues. These stories illustrate the use of such instances as pedagogical moments of transformative power to lead students toward a more critical political perspective. Lewis concludes by suggesting a specific framework that articulates the terms of feminist teaching.

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