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Conference Paper: Instructional dialogues in an inquiry-based classroom: Towards a typology of teacher self-positioning
| Title | Instructional dialogues in an inquiry-based classroom: Towards a typology of teacher self-positioning |
|---|---|
| Authors | |
| Issue Date | 2022 |
| Publisher | Routledge. |
| Citation | 16th International Conference of the Learning Sciences (Online), Hiroshima, Japan, June 6-10, 2022. In ICLS Proceedings:16th International Conference of the Learning Sciences (ICLS) 2022, p. 1834-1835 How to Cite? |
| Abstract | Effective classroom dialogues are vital for knowledge building in inquiry-based classrooms, and the positioning of teachers and students play an essential role. This qualitative study explored the patterns of and decision-making process underpinning the dialogues through analyzing lesson recordings and conducting stimulated recall interviews. Three types of teacher self-positioning were identified , which were associated with considering the cognitive-developmental needs of the respective students and the contextual constraints. |
| Description | Theme: International collaboration toward educaitonal innovation for all: overaching research, development, and practices Held as part of the ISLS Annual Meeting 2022 in Hiroshima, Japan |
| Persistent Identifier | http://hdl.handle.net/10722/317120 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | So, HW | - |
| dc.contributor.author | Cheng, KLA | - |
| dc.date.accessioned | 2022-09-26T09:32:13Z | - |
| dc.date.available | 2022-09-26T09:32:13Z | - |
| dc.date.issued | 2022 | - |
| dc.identifier.citation | 16th International Conference of the Learning Sciences (Online), Hiroshima, Japan, June 6-10, 2022. In ICLS Proceedings:16th International Conference of the Learning Sciences (ICLS) 2022, p. 1834-1835 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/317120 | - |
| dc.description | Theme: International collaboration toward educaitonal innovation for all: overaching research, development, and practices | - |
| dc.description | Held as part of the ISLS Annual Meeting 2022 in Hiroshima, Japan | - |
| dc.description.abstract | Effective classroom dialogues are vital for knowledge building in inquiry-based classrooms, and the positioning of teachers and students play an essential role. This qualitative study explored the patterns of and decision-making process underpinning the dialogues through analyzing lesson recordings and conducting stimulated recall interviews. Three types of teacher self-positioning were identified , which were associated with considering the cognitive-developmental needs of the respective students and the contextual constraints. | - |
| dc.language | eng | - |
| dc.publisher | Routledge. | - |
| dc.relation.ispartof | ICLS Proceedings:16th International Conference of the Learning Sciences (ICLS) 2022 | - |
| dc.title | Instructional dialogues in an inquiry-based classroom: Towards a typology of teacher self-positioning | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Cheng, KLA: chengkla@hku.hk | - |
| dc.identifier.hkuros | 337099 | - |
| dc.identifier.spage | 1834 | - |
| dc.identifier.epage | 1835 | - |
| dc.publisher.place | Japan | - |