Creating Intercontextuality in Students Learning Trajectories. Opportunities and Difficulties

Autor/inn/en	Wiig, Camilla; Silseth, Kenneth; Erstad, Ola
Titel	Creating Intercontextuality in Students Learning Trajectories. Opportunities and Difficulties
Quelle	In: Language and Education, 32 (2018) 1, S.43-59 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silseth, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1367799
Schlagwörter	Teacher Student Relationship; Secondary School Students; Secondary School Teachers; Classroom Communication; Foreign Countries; Learning Activities; Sociocultural Patterns; Dialogs (Language); Longitudinal Studies; Interaction Process Analysis; Science Instruction; Norwegian; Teaching Methods; Ethics; Discourse Analysis; Religious Education; Knowledge Base for Teaching; Case Studies; Norway + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Klassengespräch; Ausland; Lernaktivität; Soziokulturelle Theorie; Dialog; Dialogs; Dialogue; Dialogues; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prozessanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Norwegisch; Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Diskursanalyse; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teaching theory; Theory of teaching; Unterrichtstheorie; Case study; Fallstudie; Case Study; Norwegen
Abstract	This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher-student interactions, with a particular focus on the teacher's role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher interactions in regular lessons. The analysis is based on sociocultural and dialogical approaches to meaning-making and learning, in which video data is subjected to interaction analysis. Our main findings illustrate that creating intercontextuality in students' learning trajectories, by building on everyday knowledge and experiences as resources for classroom interactions, remains a complex task. In the classrooms we have followed, the findings show that the teacher's narratives of how to frame learning activities and position the students in meaning-making process are grounded in teachers' norms and assumptions of what constitutes appropriate resources to engage students' in the dialogic creation of intercontextuality. These findings have implications for how teachers frame learning activities where students get opportunities to build upon relevant resources for discussing ideas brought to life in complex social interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01