Can Dialogic Discourse Enhance Student Active Participation?

Autor/inn/en	Saglam, Yilmaz; Kanadli, Sedat; Göksu, Pinar; Gizlenci, Emine Aynur; Karatepe, Vildan
Titel	Can Dialogic Discourse Enhance Student Active Participation?
Quelle	30 (2022) 1, S.24-35 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Saglam, Yilmaz) ORCID (Kanadli, Sedat) ORCID (Göksu, Pinar) ORCID (Gizlenci, Emine Aynur) ORCID (Karatepe, Vildan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Dialogs (Language); Student Participation; Lesson Plans; Teacher Collaboration; Intervention; Faculty Development; Teacher Student Relationship; Reaction Time; Discourse Analysis; Video Technology; Elementary School Teachers; Classroom Communication; Teaching Methods + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lesson planning; Unterrichtsplanung; Lehrerkooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Reaktionsvermögen; Diskursanalyse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Purpose: This study aimed to investigate contribution of a professional development program committed to providing quality training to support dialogic talk to student active participation. Indicators of active participation, in the context of this study, were the speaking duration of the teacher compared to student, the number of different ideas of the students emerging in the classroom milieu, the number of students answering per question asked by the teacher, and the rate of students' personal answers for the questions asked by the teacher. Design/Methodology/Approach: In recruiting teachers, gathering, and analyzing data, the educational design-based research (DBR) method was adopted. A total of seventeen teachers volunteered and participated in a four-week course program. The program involved theoretical and practical information about authoritative and dialogic talk. After the program had been completed, the teachers worked in pairs, designed lesson plans, and implemented the plans in their classrooms. Teachers' pre- and post-intervention practices were videotaped and then transcribed. Findings: A total of four teachers being able to successfully implement the dialogical discourse in their classrooms were selected for analysis and the findings are reported in the present study. The descriptive analysis showed that dialogical discourse generally contributed a significant increase in student talk ratio, number of student responses, new ideas, and students' personal responses. Highlights: Dialogical discourse-based education has reduced the speaking time of teachers. It contributed to the emergence of different ideas in the classroom. It increased students' active participation in the lesson and their individual response rates. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01