Scaffolding through dialogic teaching in early school classrooms
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- 作者：Heli Muhonen ; heli.j.muhonen@jyu.fi" class="auth_mail" title="E-mail the corresponding author ; Helena Rasku-Puttonen helena.rasku-puttonen@jyu.fi" class="auth_mail" title="E-mail the corresponding author ; Eija Pakarinen eija.k.pakarinen@jyu.fi" class="auth_mail" title="E-mail the corresponding author ; Anna-Maija Poikkeus poikkeus@jyu.fi" class="auth_mail" title="E-mail the corresponding author ; Marja-Kristiina Lerkkanen marja-kristiina.lerkkanen@jyu.fi" class="auth_mail" title="E-mail the corresponding author
- 关键词：Dialogic teaching ; Scaffolding ; Teacher-initiated ; Child-initiated ; Preschool ; Primary school
- 刊名：Teaching and Teacher Education
- 出版年：2016
- 出版时间：April 2016
- 年：2016
- 卷：55
- 期：Complete
- 页码：143-154
- 全文大小：323 K
文摘
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Two teacher- and two child-initiated dialogic teaching patterns were identified.
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Teacher-initiated dialogues involved intended scaffolding and clear learning goals.
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In child-initiated dialogues teachers' scaffolding included listening and inquiry.
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Quality of scaffolding was linked with shared content understanding.
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Activeness of scaffolding promoted children's active participation.