A1 Journal article (refereed)
Educational dialogue of preschool teachers experiencing different levels of stress (2023)

Muhonen, H., Pakarinen, E., Rasku-Puttonen, H., & Lerkkanen, M.-K. (2023). Educational dialogue of preschool teachers experiencing different levels of stress. Research Papers in Education, 38(4), 593-614. https://doi.org/10.1080/02671522.2022.2034926

JYU authors or editors

Publication details

All authors or editors: Muhonen, Heli; Pakarinen, Eija; Rasku-Puttonen, Helena; Lerkkanen, Marja-Kristiina

Journal or series: Research Papers in Education

ISSN: 0267-1522

eISSN: 1470-1146

Publication year: 2023

Publication date: 03/02/2022

Volume: 38

Issue number: 4

Pages range: 593-614

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/02671522.2022.2034926

Publication open access: Not open

Publication channel open access:

Abstract

This study examined the occurrence and quality of educational dialogue in the preschool classrooms of teachers with low, moderate and high stress levels. Video-recordings of 21 preschool teachers were analysed based on episodes of educational dialogue and categorised with respect to patterns of dialogic teaching and shared knowledge building. The teachers’ level of stress was determined based on their self-reporting of work-related stress and well-being. The findings showed that moderately stressed teachers conducted educational dialogue the most, whereas teachers with low stress conducted dialogue the least. Patterns of teacher-initiated dialogue of a high quality and patterns involving factual knowledge sharing prevailed in the sample. The study contributes to knowledge on teacher stress levels and the occurrence of educational dialogue in preschool.

Keywords: early childhood education and care teachers; classroom work; dialogicality; stress (biological phenomena); preschool

Free keywords: educational dialogue; teacher stress; dialogic teaching; shared knowledge building; preschool

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Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1