A1 Journal article (refereed)
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 authors or editors

Publication details

All authors or editorsLehesvuori, Sami; Hähkiöniemi, Markus; Ketonen, Laura; Lerkkanen, Marja-Kristiina; Pöysä, Sanni; Pakarinen, Eija

Journal or seriesLearning, Culture and Social Interaction



Publication year2021


Issue numberPart A

Article number100567

PublisherElsevier Ltd.

Publication countryUnited Kingdom

Publication languageEnglish


Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/78317


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.

Keywordseducational methodsmathematicsclassroom workdialogicalityteacher trainingreflection (cognitive processes)

Free keywordsclassroom interactions; dialogic teaching; teacher education; reflections

Contributing organizations

Ministry reportingYes

Reporting Year2021

JUFO rating1

Last updated on 2024-03-04 at 17:45