Establishing Scientific Discourse in Classroom Interaction Teacher Students' Orientation to Mundane versus Technical Talk in the School Subject Norwegian

Autor/in	Skovholt, Karianne
Titel	Establishing Scientific Discourse in Classroom Interaction Teacher Students' Orientation to Mundane versus Technical Talk in the School Subject Norwegian
Quelle	In: Scandinavian Journal of Educational Research, 62 (2018) 2, S.229-244 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2016.1212263
Schlagwörter	Case Studies; Teacher Education; Discourse Analysis; Classroom Communication; Student Teachers; Language Teachers; Error Correction; Foreign Countries; Scientific Concepts; Teacher Education Programs; Literature; Elementary School Teachers; Elementary School Students; Video Technology; Interaction Process Analysis; Observation; Norway + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Diskursanalyse; Klassengespräch; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language teacher; Sprachunterricht; Korrektur; Ausland; Literatur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Prozessanalyse; Beobachtung; Norwegen
Abstract	This article reports a case study on classroom interaction in teacher education in Norway. It addresses how teacher students in the school subject Norwegian constitute scientific talk in a student-led discussion. First, the analysis reveals tension in the classroom conversation between "mundane talk"--that is, where students make claims with reference to their personal epistemic domain--and "scientific talk"--that is, where students make claims with reference to a shared scientific epistemic domain. Then, the analysis identifies specific interactional resources (reproach, embedded correction, formulation, and recontextualization) that the students use to regulate and bridge the 2 levels of discourse. Finally, the article provides insights into how scientific discourse is collaboratively established through conversational turns and considers how teacher education might use these findings for communication-skill training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01