Productive tensions: Student teachers’ handling of sociocognitive conflicts during the classroom discussion
Abstract
Student teachers often find themselves in a dilemma when leading classroom discussions about texts. These conflicts may not necessarily be a reflection of student behavior or classroom management. Instead, they may be a sign of active engagement and students taking the challenge beyond their current knowledge level. These episodes of sociocognitve conflicts can be the “intellectual high point of the lesson” and have the potential of leading to true discussion and true learning.
Reference
Dong, Y. R. (2008). Productive tensions: Student teachers' handling of sociocognitive conflicts during the classroom discussion. English Education, 40(3), 231-255.
Journal
English Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
3
Duration of Data Collection
Data Sources
- lesson plans
- Observations
- reflections
- Reflective journals
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
What was the context of the sociocognitive conflicts that student teachers faced during class discussion?
Is this research question explicit from the manuscript? Yes
What did the student teacher do when there was a conflict during class discussion?
Is this research question explicit from the manuscript? Yes
Why did they make the instructional decisions they made?
Is this research question explicit from the manuscript? Yes