Developing Dialogue in the Classroom: A Cultural Tool for Learning Together

Autor/in	Sewell, Alison
Titel	Developing Dialogue in the Classroom: A Cultural Tool for Learning Together
Quelle	In: Classroom Discourse, 2 (2011) 2, S.268-281 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2011.614063
Schlagwörter	Classroom Communication; Elementary School Students; Teaching Methods; National Curriculum; Foreign Countries; Action Research; Elementary School Teachers; Sociocultural Patterns; Communities of Practice; Dialogs (Language); Educational Change; Discourse Analysis; Observation; Semi Structured Interviews; New Zealand + Suchen Sie Ihr Suchwort? Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Projektforschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Soziokulturelle Theorie; Community; Dialog; Dialogs; Dialogue; Dialogues; Bildungsreform; Diskursanalyse; Beobachtung; Neuseeland
Abstract	The recent publication of "The New Zealand Curriculum" calls for students to become connected, creative, confident life-long learners. To realise this vision, fundamental change is required in the way teachers and students think about and participate in classroom-based teaching and learning. This paper discusses one aspect of an action research study that examined the development of a sociocultural approach called a community of learners in four New Zealand primary school classrooms. The results showed that developing a learning community required teachers and students to form reciprocal connections across intellectual, social, emotional and physical dimensions. This paper illustrates the emergence of dialogue as an essential component of developing a learning community. Results show the importance of teachers challenging their assumptions about teaching and learning and guiding students to engage in the reciprocal and responsive processes of dialogue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01