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 editorsMuhonen, Heli; Pakarinen, Eija; Rasku-Puttonen, Helena; Lerkkanen, Marja-Kristiina

Journal or seriesResearch Papers in Education



Publication year2023

Publication date03/02/2022


Issue number4

Pages range593-614


Publication countryUnited Kingdom

Publication languageEnglish


Publication open accessNot open

Publication channel open access


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.

Keywordsearly childhood education and care teachersclassroom workdialogicalitystress (biological phenomena)preschool

Free keywordseducational dialogue; teacher stress; dialogic teaching; shared knowledge building; preschool

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Related projects

Ministry reportingYes

Reporting Year2022

JUFO rating1

Last updated on 2024-14-06 at 23:46