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Silseth Kenneth Hontvedt Magnus Mäkitalo Åsa 《European Journal of Psychology of Education - EJPE》2023,38(2):881-902
The purpose of this paper is to examine the complex relationships between educational policy and classroom practice. By employing a sociocultural perspective, we examine formulations inscribed in socio-material artifacts about what students should learn and how they should engage with knowledge. We explore how these formulations are mobilized in instructional work and the implications this activity has for student participation. To address this issue, we analyzed video data of how teachers invoke competence aims from the national curriculum in their instructional work in six classrooms. The analytical procedures were derived from interaction analysis. The analysis focuses on how such formulations explicitly mediate social interaction as it unfolds on a micro level. The findings show that competence aims gain different functions as they are mobilized in classroom practice; in other words, they serve different purposes in teachers’ instructional work and anticipate different modes of student participation. In this study, the competence aims were (a) invoked as a source of authority, (b) translated into instructions, and (c) mobilized to obtain social order in the classroom. More rarely, the competence aims were used in meta-level discussions, where they functioned to reach agreements on how to pursue work toward joint goals. We discuss the implications of these ways of invoking competence aims for student participation.
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For students to meaningfully engage in science practices, substantive changes need to occur to deeply entrenched instructional approaches, particularly those related to classroom discourse. Because teachers are critical in establishing how students are permitted to interact in the classroom, it is imperative to examine their role in fostering learning environments in which students carry out science practices. This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Specifically, we use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation. Multiple-case study methodology was used to explore the relationship between two middle school teachers' framing for argumentation, and their students' engagement in an argumentation discussion. Findings revealed that, through talk moves and physical actions, both teachers emphasized the importance of students driving the argumentation and interacting with peers, resulting in students engaging in various types of dialogic interactions. However, variation in the two teachers' language highlighted different purposes for students to do so. One teacher explained that through these interactions, students could learn from peers, which could result in each individual student revising their original argument. The other teacher articulated that by working with peers and sharing ideas, classroom members would develop a communal understanding. These distinct goals aligned with different patterns in students' argumentation discussion, particularly in relation to students building on each other's ideas, which occurred more frequently in the classroom focused on communal understanding. The findings suggest the need to continue supporting teachers in developing and using rich instructional strategies to help students with dialogic interactions related to argumentation. This work also sheds light on the importance of how teachers frame the goals for student engagement in this science practice. 相似文献
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English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through “positioning discourses”—discursive practices that connect the children in certain ways to neighborhood reputations, political imagery, policy priorities, and professional responsibilities. This paper examines how ESL teachers in two contrasting school systems produce different kinds of positioning discourses in responding to different contextual constraints and pressures. Drawing on interview data, we show how teachers in an urban setting use elements of neighborhood reputation to position their students, while teachers in a more affluent suburb use discourses of expertise and professional knowledge to reshape the way ESL is understood. Our goals are to explicate how these discourses are produced and used. 相似文献
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Humor characterizes daily classroom interactions and strengthens or weakens student-teacher relationships. Making use of ethnographic classroom observations, we examine how humor relates to student-teacher relationships. Results show that humor in the classroom serves different functions. While teachers use humor to facilitate teaching and learning, students apply it to express their attitudes towards school and teachers. The use of humor varies across classrooms and tracks. Our findings suggest the importance of analyzing the use of humor in classrooms for teachers (in training), and point to broader implications in relationship to the maintenance of and resistance to social inequalities in education. 相似文献
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In this article, we examine the oral and written discourse processes in a high school physics class and how these discourse processes are related to sociocultural practices in scientific communities. Our theoretical framework is based on sociological and anthropological studies of scientific communities and ethnographies of classroom life. We review the use of discourse analysis as a methodological orientation in science education and provide a logic‐of‐inquiry framing how we used discourse analysis in our ethnographic research. Our ethnographic analysis showed that, through students' participation in creating scientific papers on the physics of sound, their appropriation of scientific discourse was related to the framing activities of the teachers and the social practices established over time in the classroom. Our textual analysis of the student papers focused on how they used evidence to make claims. We explore the lessons learned from participating in the classroom of these students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 883–915, 1999 相似文献
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Classroom management as method and manner 总被引：3，自引：2，他引：1
We describe two case studies of experienced teachers whose classroom-management approaches, whilst quite different, appear seamless and in agreement with classroom manner and with the goals and desires they have for their students. We examine classroom management, manner, beliefs about classroom life and moral and intellectual goals for students, and classroom behaviour that directly informs students of expectations for virtuous conduct. The data include classroom observation and videotapes, and interviews with teachers. In developing these case studies, we join with the recent trend toward a more holistic view of the teacher and his or her conduct. The case studies focus on who a teacher is, what a teacher believes and how these beliefs are manifest in the teacher's conduct. 相似文献
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This study used questionnaires and systematic behavioural observations to examine how teachers, students and external observers perceived classroom disruptions, the teacher–student relationship and classroom management in grade 5 and 6 classrooms in Switzerland. The questionnaire showed that the students of a class agreed to a certain extent in their ratings of classroom disruptions, the teacher–student relationship and classroom management. Comparison of teachers’ and students’ ratings showed that agreement on these constructs varied. We found weak to moderate agreement on classroom disruptions, a weak correspondence for the teacher–student relationship, and no association on classroom management. The results of the behavioural observation showed a moderate agreement between external observers’ and students’ ratings, but no association between external observers’ and class teachers’ ratings and only a weak correspondence with the subject teacher ratings. Thus external observers’ low-inference observations corresponded far better with students’ than teachers’ ratings. To sum up, students, teachers and observers perceive classroom processes differently.
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Operational,interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics 
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下载免费PDF全文 While research suggests that interactive pedagogy drawing on students’ ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under‐researched normative aspect of such practice which shapes participants’ actions and expectations. Drawing on theories of social practice and interaction, we define norms as recurrent and socially obligating patterns of, and rationales for, behaviour in a particular social practice. We then examine empirically what and how (new) norms associated with this type of pedagogy are manifest in classroom discursive activity by examining talk across 21 school mathematics lessons by 12 teachers implementing a dialogic intervention. While there is a clear distinction between surface norms and underlying rationales, and a consistent set of surface norms relating to classroom talk can be identified, deeper analysis finds norms to be multi‐dimensional. We illustrate how a surface norm, such as ‘Respect others’ ideas’, can be enunciated in terms of multiple underlying rationales which we term operational, interpersonal, discussional and ideational. Our findings shed new light on why the dialogic intentions of such interventions are often realised in a superficial way. We further examine the ways in which teachers hold students and themselves accountable to the ideational dimension—the dimension that relates to taking students’ ideas seriously in classroom dialogue. 相似文献
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Miri Barak 《Journal of Science Education and Technology》2017,26(5):459-469
The new guidelines for science education emphasize the need to introduce computers and digital technologies as a means of enabling visualization and data collection and analysis. This requires science teachers to bring advanced technologies into the classroom and use them wisely. Hence, the goal of this study was twofold: to examine the application of web-based technologies in science teacher preparation courses and to examine pre-service teachers’ perceptions of “cloud pedagogy”—an instructional framework that applies technologies for the promotion of social constructivist learning. The study included university teachers (N = 48) and pre-service science teachers (N = 73). Data were collected from an online survey, written reflections, and interviews. The findings indicated that university teachers use technologies mainly for information management and the distribution of learning materials and less for applying social constructivist pedagogy. University teachers expect their students (i.e., pre-service science teachers) to use digital tools in their future classroom to a greater extent than they themselves do. The findings also indicated that the “cloud pedagogy” was perceived as an appropriate instructional framework for contemporary science education. The application of the cloud pedagogy fosters four attributes: the ability to adapt to frequent changes and uncertain situations, the ability to collaborate and communicate in decentralized environments, the ability to generate data and manage it, and the ability to explore new venous. 相似文献
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This paper provides teachers with an opportunity for thinking about the kinds of ‘people’ constructed in their classes, the kinds of ‘dances’ choreographed and the ways space is organised for learning. We argue that this is essential for teachers to think about if they are to enact socially just professional practices. In this study, we explore the ways in which students learn to be particular kinds of people. We understand this as happening through their participation in communities of practice. Becoming a member of a community of practice, of a classroom and of a school is a process of developing a particular identity, modes of behaviour and ways of knowing. It is through these ‘normalising’ practices that power is constituted, boundaries constructed and certain ‘kinds of people’ are recognised, represented and constituted, whilst others are not. All individuals are implicated in these processes and active in the construction of their own as well as others’ identities. This paper locates this discussion using social relations of gender and ethnicity, and considers how diversity and difference are actively constituted and play out in one primary school classroom. How students participate in the spatial practices and the construction of pedagogical spaces, what identities are available to them in these spaces and which they take up, is explored. The metaphor of dance is used to analyse these spaces, a metaphor which helps us to understand the complexity of classroom relationships and the way macro‐social practices are both reflected and reconstituted in classroom practices. We argue that the ways teachers think about how they place students, space students and construct students are crucial for student and teacher learning. 相似文献
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Roles,practices and contexts for acting as agents of social justice – student teachers’ perspectives
ABSTRACTStudent teachers are oftentimes encouraged to apply theoretical principles of social justice to their professional practice. However, this can be problematic when theoretical knowledge is contested or if it is inconsistent with the practices in their future workplaces. Studies in this area often examine student teachers’ beliefs and understanding of their roles without taking account of how concrete working contexts shape what they see as possible in their practice. This study explored how students in two teacher education programmes based at the University of Edinburgh perceived their roles, practices and contexts for acting as agents of social justice. Mixed methods were used for data generation and triangulation including a questionnaire survey (n = 299) and scenario-based interviews (n = 9) to explore how students think about social justice issues in context. Student teachers generally saw agency for social justice as part of their role. Their understanding of the ways of addressing context-embedded issues of social justice focused on classroom practices while they raised concerns about how their practice depends on others in the system. We discuss the implications of these findings for teacher education. 相似文献
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Hui Jin Xin Wei Peiran Duan Yuying Guo Wenxia Wang 《International Journal of Science Education》2016,38(2):319-343
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught. Regarding the social aspect, we examined how classroom discourse supported student learning in terms of students' opportunities to talk and interaction patterns. Our participants were 17 physics teachers who were actively engaged in teacher education programs in universities and professional development programs in local school districts. We analyzed one lesson video from each participating teacher. The results suggest both promises and challenges. Regarding the cognitive aspect of inquiry, the teachers in general recognized the importance of teaching the cognitive processes and disciplinary reasoning. However, they were less likely to address common intuitive ideas about science concepts and principles. Regarding the social aspect of inquiry, the teachers frequently interacted with students in class. However, it appeared that facilitating conversations among students and prompting students to talk about their own ideas are challenging. We discuss the implications of these findings for teacher education programs and professional development programs in China. 相似文献
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The authors, working from a new literacies studies perspective, suggest that educators can better teach their students if they develop their own knowledge of the purposes, types, and language conventions students use in their informal out-of-school literacy practices. The purpose of this study was to identify the literacy practices used in a classroom-based social network site and determine how these practices reflect digital literacies. By connecting differences in the literacy practices of three fifth-grade girls to the instructional moves made by classroom teachers, the authors were able to identify and describe how classroom teachers unintentionally marginalized the kinds of digital literacies that are valued in the larger society. Findings point to the importance of creating online identities for establishing relationships in a social networking site and a need for teachers to model ways to shift language use when engaging in different writing contexts. 相似文献
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Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.
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Dahlia Saouma Mahmoud Natout Mona Nabhani 《Research in Science & Technological Education》2018,36(3):375-390
Background: This study investigates the role of figures of speech in the process of conceptual change in the physics classroom. Purpose: Its objectives are to examine what teachers and students perceive to be the advantages in using figures of speech in teaching physics concepts, what they perceive to be the challenges in using them, and how teachers use these in their classrooms to minimize the challenges faced. Sample We chose a purposive sample of 95 students and nine teachers of physics, in four schools in Lebanon. Design and methods: A mixed-method approach was used. Interviews were conducted with physics teachers; questionnaires were distributed to students, and non-participant classroom observations were carried out. Results: Teachers viewed figures of speech as a tool that helps them transmit abstract physics concepts to students in a simpler and concrete way. Questionnaires and non-participant observations revealed several examples of figures of speech used and the positive responses of students towards them. Conclusions: The study suggests several ways to overcome the drawbacks. This study highlights the urgent need for all stakeholders to work collaboratively to include figures of speech in the curriculum to enhance the process of conceptual change in the physics classroom. 相似文献
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AnnaMarie Conner Laura M. Singletary Ryan C. Smith Patty Anne Wagner Richard T. Francisco 《Educational Studies in Mathematics》2014,86(3):401-429
We propose a framework for examining how teachers may support collective argumentation in secondary mathematics classrooms, including teachers’ direct contributions to arguments, the kinds of questions teachers ask, and teachers’ other supportive actions. We illustrate our framework with examples from episodes of collective argumentation occurring across 2 days in a teacher’s classroom. Following from these examples, we discuss how the framework can be used to examine mathematical aspects of conversations in mathematics classrooms. We propose that the framework is useful for investigating and possibly enhancing how teachers support students’ reasoning and argumentation as fundamentally mathematical activities. 相似文献
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Naomi Lightman 《Critical Studies in Education》2018,59(2):131-148
This article situates secondary schooling within the evolving transnational social field. Drawing on 43 interviews with teachers and former students with transnational connections in the Greater Toronto Area (GTA), Canada, I examine how transnational practices and dispositions fit within existing curricular and pedagogical frameworks in secondary schools. It is suggested that the ‘ways of being’ and ‘ways of belonging’ for transnational students are in conflict with the teachers’ views on how students ought to act and feel within classroom settings. When transnational secondary students travel to their sending societies for ongoing periods, the data reveal disconnections at school that threaten the dominant classroom norms. When there is sustained direct contact with multiple countries, including both travel and new modes of communication, this may create knowledge and vivid experiences for transnational youth who are ‘betwixt and between’, but also leads to concerns by teachers about a ‘strategic’ use of Toronto-area schools and fears about ‘dual loyalties’. Finally, many of the transnational youth find their teachers’ assumptions of schooling superiority in the Global North to be sorely misdirected, and perhaps even harmful. These discordances highlight the existence of competing systems of capital within GTA classrooms. 相似文献