An Analytical Framework for Analyzing Student Teachers' Verbal Interaction in Learning Situations

Autor/inn/en	Sanchez, Victoria; Garcia, Mercedes; Escudero, Isabel
Titel	An Analytical Framework for Analyzing Student Teachers' Verbal Interaction in Learning Situations
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 41 (2013) 2, S.247-269 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-012-9226-5
Schlagwörter	Preservice Teacher Education; Interaction; Verbal Communication; Student Teachers; Methods Courses; Interpersonal Relationship; Interpersonal Communication; Mathematics Education; Group Activities; Cognitive Processes; Social Influences + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Interaktion; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Methodisch-didaktische Anleitung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Mathematische Bildung; Gruppenaktivität; Cognitive process; Kognitiver Prozess; Sozialer Einfluss
Abstract	This paper focuses on the study of student teachers' verbal interaction in learning situations generated in a classroom corresponding to a mathematics methods course. In our work, we incorporate two "ways of seeing" a group: as an entity or as a set composed of individualities. We present an analytical framework that considers two dimensions connected with these ways of seeing the group and four variables corresponding to these dimensions, through which the verbal interaction between student teachers in a group can be considered. As regards the first dimension, the variables included are specific language, cognitive processing, social processing; the second dimension considers the relational variable. We describe each of the different variables that form the framework, and how this framework allows us to analyse the verbal interaction in three groups of student teachers. We believe that building analytic frameworks that allow the study of verbal interaction in detail is worthwhile in the educational field due to their important role in the analysis of learning-teaching processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10