Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850193 | Teaching and Teacher Education | 2018 | 9 Pages |
Abstract
This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to 'interthinking' among the participants. The findings show the important role of the mentor teacher as a facilitator and a 'knowledgeable other', challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning.
Related Topics
Social Sciences and Humanities
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Education
Authors
Raymond Bjuland, Nina Helgevold,