Scaffolding through dialogic teaching in early school classrooms
TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The present study examines what types of dialogic teaching patterns can be identified in the early school years, and how teachers scaffold children's participation and shared understanding through dialogic teaching. Thirty recorded lessons from preschool to Grade 2 in Finnish classrooms were analysed using qualitative content analysis. Two teacher-initiated and two child-initiated dialogic teaching patterns were identified. Teacher's scaffolding in teacher-initiated dialogues was characterised by high responsibility in maintaining the interactional flow and utilisation of diverse strategies. In the child-initiated dialogues, the teachers' scaffolding consisted of listening and inquiry, and the teacher thus served more as a facilitator of dialogue.
Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.M. & Lerkkanen, M.K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 143-154. Elsevier Ltd.