ERIC Number: EJ1171634
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
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Available Date: N/A
Establishing Scientific Discourse in Classroom Interaction Teacher Students' Orientation to Mundane versus Technical Talk in the School Subject Norwegian
Skovholt, Karianne
Scandinavian Journal of Educational Research, v62 n2 p229-244 2018
This article reports a case study on classroom interaction in teacher education in Norway. It addresses how teacher students in the school subject Norwegian constitute scientific talk in a student-led discussion. First, the analysis reveals tension in the classroom conversation between "mundane talk"--that is, where students make claims with reference to their personal epistemic domain--and "scientific talk"--that is, where students make claims with reference to a shared scientific epistemic domain. Then, the analysis identifies specific interactional resources (reproach, embedded correction, formulation, and recontextualization) that the students use to regulate and bridge the 2 levels of discourse. Finally, the article provides insights into how scientific discourse is collaboratively established through conversational turns and considers how teacher education might use these findings for communication-skill training.
Descriptors: Case Studies, Teacher Education, Discourse Analysis, Classroom Communication, Student Teachers, Language Teachers, Error Correction, Foreign Countries, Scientific Concepts, Teacher Education Programs, Literature, Elementary School Teachers, Elementary School Students, Video Technology, Interaction Process Analysis, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
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