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Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya
Dynamic Variables Of Science Classroom Discourse In Relation To Teachers’ Instructional Beliefs, Sibel Kaya
Australian Journal of Teacher Education
The current study examines if the occurence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers’ instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through semi-structured interviews and classroom observations. Both qualitative and quantitative methods were used to determine teachers’ instructional beliefs, classroom practices and dynamic variables of classroom discourse. Results showed that teachers were more teacher-centred in their classroom practices than their instructional beliefs. There were no differences among teachers with different instructional beliefs in …
Teacher Revoicing In A Foreign Language Teaching Context: Social And Academic Functions, Banu Inan
Teacher Revoicing In A Foreign Language Teaching Context: Social And Academic Functions, Banu Inan
Australian Journal of Teacher Education
The aim of this study is to investigate the occurrences of teacher revoicing as a discursive move in English Language Teaching (ELT) literature classes, and to identify its social and academic functions. Teacher revoicing refers to the restatement or incorporation of previous student comments into subsequent teacher statements and/or questions to build an extended discourse based on student contribution. The analysis of more than 25 hours of data of recorded classroom conversation in a university level literature class has demonstrated that teacher revoicing is a very common teacher move in the college EFL literature classroom. Eight functions of teacher revoicing …