A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Reflections on dialogicity : Challenges and suggestions by mathematics student teachers (2021)
Lehesvuori, S., Hähkiöniemi, M., Ketonen, L., Lerkkanen, M.-K., Pöysä, S., & Pakarinen, E. (2021). Reflections on dialogicity : Challenges and suggestions by mathematics student teachers. Learning, Culture and Social Interaction, 31(Part A), Article 100567. https://doi.org/10.1016/j.lcsi.2021.100567
JYU-tekijät tai -toimittajat
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Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Lehesvuori, Sami; Hähkiöniemi, Markus; Ketonen, Laura; Lerkkanen, Marja-Kristiina; Pöysä, Sanni; Pakarinen, Eija
Lehti tai sarja: Learning, Culture and Social Interaction
ISSN: 2210-6561
eISSN: 2210-657X
Julkaisuvuosi: 2021
Volyymi: 31
Lehden numero: Part A
Artikkelinumero: 100567
Kustantaja: Elsevier Ltd.
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1016/j.lcsi.2021.100567
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/78317
Tiivistelmä
Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked to dialogic teaching. In addition, empirical studies have explained how dialogic teaching manifests itself in educational dialogue and classroom interactions. However, studies addressing how the dialogic theory and practice could be linked meaningfully in teacher education and professional development programs in subject teacher education and related praxis are still limited. Especially in the case of math teacher education, the reported professional development programs are limited in number. Whereas the tendency has been to report the challenges accompanying dialogicity, the present study contributes by making suggestions and delivering ways to enhance the dialogicity of math teaching. Most importantly, the findings reveal that this is done mostly by the student teachers themselves. Additionally, all of this can be considered a result of participating in an initial teacher education program, following a systematic and cyclic structure to develop one's understanding and skills related to classroom interactions that include dialogic approaches. Implications for subject teacher education are also discussed based on the findings of the current study.
YSO-asiasanat: opetusmenetelmät; matematiikka; luokkatyöskentely; dialogisuus; opettajankoulutus; reflektio
Vapaat asiasanat: classroom interactions; dialogic teaching; teacher education; reflections
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 1
