Article ID Journal Published Year Pages File Type
4941522 Teaching and Teacher Education 2017 13 Pages PDF
Abstract
This comparative case study, based on 12 interviews and 16 classroom observations, examines the instructional purposes of four experienced elementary teachers as they conducted text discussions. The teachers described the tensions they experienced in simultaneously trying to improve students' skills in conversation and comprehension. They used different strategies to manage those tensions, but often felt unsuccessful in resolving them. Overall, teachers' stated purposes during interviews aligned with their enacted purposes during discussions. However, their intention to help students respond to and engage with others' ideas was less apparent in practice. The findings have implications for teacher education and professional development.
Related Topics
Social Sciences and Humanities Social Sciences Education
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