Key Issues in Productive Classroom Talk and Interventions

Autor/inn/en	Khong, Thi Diem Hang; Saito, Eisuke; Gillies, Robyn M.
Titel	Key Issues in Productive Classroom Talk and Interventions
Quelle	In: Educational Review, 71 (2019) 3, S.334-349 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khong, Thi Diem Hang) ORCID (Saito, Eisuke) ORCID (Gillies, Robyn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2017.1410105
Schlagwörter	Classroom Communication; Interpersonal Communication; Dialogs (Language); Discussion (Teaching Technique); Interaction; Thinking Skills; Interpersonal Relationship; Trust (Psychology); Group Discussion; Intervention; Workshops; Faculty Development; Training + Suchen Sie Ihr Suchwort? Klassengespräch; Interpersonale Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Interaktion; Denkfähigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppendiskussion; Lernwerkstatt; Schulung; Ausbildung
Abstract	Classroom talk or verbal exchanges during lesson time play a central role in students' disciplinary understanding and intellectual development. It greatly influences not only what students learn but also how they learn it. Despite this, teachers can be unaware of teacher-student talk patterns and functions; thus, what is uttered during class time can go unnoticed. Results from classroom observational research show that this is often not utilised to maximise children's learning -- teacher talk prevails in the classroom whilst few effective verbal interactions take place among learners. Research in this field started to take shape in the 1970s and has developed greatly since the 1990s. We review some types of productive classroom talk and talk interventions discussed in publications from the 1990s onwards. Further studies need to explore a more universal talk pedagogy employed across disciplines, whereas the process of change in teachers' beliefs and identities in adopting this pedagogical approach deserves scholarly investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01