How can analysis of classroom talk help teachers reflect on their practices?
Abstract
This paper describes a unit of study in the Bachelor of Education program in one of the largest teacher education programs in Australia. A major part of this unit involved the analyses of classroom discourse, where students were provided with grammatical knowledge that would enable them to analyse lessons for the purposes of improving the effectiveness of their teaching. The analyses introduced to the students and the ways in which the students used this knowledge are further discussed.
Reference
Thwaite, A., & Rivalland, J. (2009). How can analysis of classroom talk help teachers reflect on their practices?. Australian Journal of Language and Literacy, The, 32(1), 38.
Journal
Australian Journal of Language & Literacy
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
- Language Education course
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
5
Other Participant Data
Duration of Data Collection
Data Sources
- reflections
- Transcriptions
Data Analysis Tools
- classroom discourse analysis
- Discourse analysis (conversational analysis)
Researcher Positionality
- inside (staying their own students)
Research Questions
How does the analysis of classroom discourse improve the language knowledge of university students?
Is this research question explicit from the manuscript? Combination
How does analyzing classroom discourse enable pre-service and inservice teachers improve the effectiveness of their teaching and student learning?
Is this research question explicit from the manuscript? Combination