A1 Journal article (refereed)
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme (2021)
Vasalampi, K., Metsäpelto, R.-L., Salminen, J., Lerkkanen, M.-K., Mäensivu, M., & Poikkeus, A.-M. (2021). Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme. Learning, Culture and Social Interaction, 30(Part A), Article 100538. https://doi.org/10.1016/j.lcsi.2021.100538
JYU authors or editors
![]() | |
![]() | |
![]() | |
![]() | |
![]() |
Publication details
All authors or editors: Vasalampi, Kati; Metsäpelto, Riitta-Leena; Salminen, Jenni; Lerkkanen, Marja-Kristiina; Mäensivu, Marja; Poikkeus, Anna-Maija
Journal or series: Learning, Culture and Social Interaction
ISSN: 2210-6561
eISSN: 2210-657X
Publication year: 2021
Volume: 30
Issue number: Part A
Article number: 100538
Publisher: Elsevier BV
Publication country: Netherlands
Publication language: English
DOI: https://doi.org/10.1016/j.lcsi.2021.100538
Publication open access: Openly available
Publication channel open access: Partially open access channel
Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77060
Abstract
This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic teaching practices. The participants comprised seven in-service teachers and their 140 pupils (10- to 15-year-olds) from two comprehensive schools. The findings indicated positive change in the use of dialogic teaching practices and in observed pupils' school engagement during the programme. Moreover, pupils' help-seeking during lessons increased over the course of the programme. The study suggests that a structured professional development programme utilising video recordings with teacher reflections provides beneficial tools for promoting teachers' employment of dialogic interaction and pupils' school engagement.
Keywords: teachers; professional development; educational methods; interaction; dialogue; dialogicality; development (active); competence development; committing oneself; teaching situation; classroom work; teacher-pupil relationship; visual recordings; observation
Free keywords: professional development; dialogic teaching practices; school engagement; situation-specific engagement; observation
Contributing organizations
Related projects
- Antecedents, trajectories and mechanisms of dropping out from school and society – a 13-year follow up
- Aunola, Kaisa
- Research Council of Finland
- Luokkahuoneen vuorovaikutusprosessien
- Lerkkanen, Marja-Kristiina
- Research Council of Finland
- Competitive funding to strengthen universities’ research profiles. Profiling actions at the JYU, round 1
- Hämäläinen, Keijo
- Research Council of Finland
- Early antecedents, developmental trajectories and mechanisms involved in dropping out of school and marginalization from society
- Vasalampi, Kati
- Research Council of Finland
Ministry reporting: Yes
VIRTA submission year: 2021
JUFO rating: 1
- Kasvatuspsykologia (Department of Teacher Education OKL)
- Pre- and Early Childhood Education (Department of Teacher Education OKL) OEA
- Psychology (Department of Psychology PSY) PSY
- Early Childhood Education (Department of Education KASLA) (Department of Teacher Education OKL) VKT
- Teacher education research (teaching, learning, teacher, learning paths, education) (University of Jyväskylä JYU) JYU.Edu; Formerly JYU.Ope