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 editors: Lehesvuori, Sami; Hähkiöniemi, Markus; Ketonen, Laura; Lerkkanen, Marja-Kristiina; Pöysä, Sanni; Pakarinen, Eija

Journal or series: Learning, Culture and Social Interaction

ISSN: 2210-6561

eISSN: 2210-657X

Publication year: 2021

Volume: 31

Issue number: Part A

Article number: 100567

Publisher: Elsevier Ltd.

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1016/j.lcsi.2021.100567

Publication open access: Openly available

Publication channel open access: Partially open access channel

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

Abstract

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.

Keywords: educational methods; mathematics; classroom work; dialogicality; teacher training; reflection (cognitive processes)

Free keywords: classroom interactions; dialogic teaching; teacher education; reflections

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2021

JUFO rating: 1