Teacher expectancies, teacher behaviour and students’ participation in classroom discourse

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F16%3A00088446" target="_blank" >RIV/00216224:14210/16:00088446 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Teacher expectancies, teacher behaviour and students’ participation in classroom discourse

Popis výsledku v původním jazyce

There is a common consensus that students learn best through participation in rich and challenging classroom discourse. The aim of this study is to explore whether students viewed as weak by their teachers can productively participate in classroom discourse in literacy lessons. We used micro-ethnographic discourse analysis to analyze video recordings from literacy lessons at a Czech lower secondary school. We focused on two low-expectancy students, who participated in the classroom discourse in different ways. While the first one was passive and unproductive, the second one participated in productive interactions and autonomously helped to construct knowledge in the classroom. Our analysis shows that a student’s way of participation in the classroom is influenced by their teacher’s behaviour.

Název v anglickém jazyce

Teacher expectancies, teacher behaviour and students’ participation in classroom discourse

Popis výsledku anglicky

There is a common consensus that students learn best through participation in rich and challenging classroom discourse. The aim of this study is to explore whether students viewed as weak by their teachers can productively participate in classroom discourse in literacy lessons. We used micro-ethnographic discourse analysis to analyze video recordings from literacy lessons at a Czech lower secondary school. We focused on two low-expectancy students, who participated in the classroom discourse in different ways. While the first one was passive and unproductive, the second one participated in productive interactions and autonomously helped to construct knowledge in the classroom. Our analysis shows that a student’s way of participation in the classroom is influenced by their teacher’s behaviour.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GA13-23578S" target="_blank" >GA13-23578S: Učitel a žáci v dialogickém vyučování</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Educational Enquiry

ISSN

1444-5530

e-ISSN

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Svazek periodika

15

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

18

Strana od-do

44-61

Kód UT WoS článku

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EID výsledku v databázi Scopus

2-s2.0-85006355809