The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a Research-Based Observation Tool for Supporting Teacher Inquiry into Pupils' Participation in Classroom Dialogue

Autor/inn/en	Vrikki, Maria; Kershner, Ruth; Calcagni, Elisa; Hennessy, Sara; Lee, Lisa; Hernández, Flora; Estrada, Nube; Ahmed, Farah
Titel	The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a Research-Based Observation Tool for Supporting Teacher Inquiry into Pupils' Participation in Classroom Dialogue
Quelle	In: International Journal of Research & Method in Education, 42 (2019) 2, S.185-203 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vrikki, Maria) ORCID (Kershner, Ruth) ORCID (Calcagni, Elisa) ORCID (Hennessy, Sara) ORCID (Hernández, Flora) ORCID (Ahmed, Farah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2018.1467890
Schlagwörter	Classroom Communication; Student Participation; Affordances; Reflective Teaching; Classroom Observation Techniques; Teacher Researchers; Foreign Countries; Action Research; Coding; United Kingdom; Mexico + Suchen Sie Ihr Suchwort? Klassengespräch; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerforschung; Ausland; Projektforschung; Codierung; Programmierung; Großbritannien; Mexiko
Abstract	In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01