Abstract
According to socio-cultural theory (Vygotsky, 1978), learning and cognitive development take place through a social interaction between the learner and a more knowledgeable other, in classroom, a teacher. This study is an attempt to deal with teacher-student interaction within the framework of Bloom’s Taxonomy of Cognitive Domain and to create some changes in teachers’ pedagogical practices in Turkish classrooms. Bloom’s Taxonomy was created to promote higher forms of thinking in education. In this study, first, teachers teaching Turkish to different grades at different schools were video-recorded in their classes with their students. After these observations, a teacher training course on Cognitive Domain and dialogicality was given to teachers in order to develop their awareness about their pedagogical practices and the cognitive level of the dialogue that takes place in the classrooms. Following the training, teachers were recorded in their classes in the same way again. Finally, after the discourse transcription, the cognitive levels of teachers’ utterances were classified with regard to Cognitive Domain, and a comparison of the data recorded before and after the training was designed to determine whether the training course had positive effects on teachers. Since language has the power to shape our consciousness, even a small change in the language of schooling may result in students’ participation, thus it can enhance their success. The results of this study indicated the benefit of training to carry out a more systematic and reflective pedagogical practice. The teachers who received training were able to produce utterances on the higher cognitive levels which also increased the cognitive levels of students’ utterances and the dialogue in classrooms.
Highlights
Education is conducted fundamentally through social interaction, and this interaction takes place through classroom discourse
According to Wells (1999: p. 319), learning and teaching in the Zone of Proximal Development (ZPD) obviously depend on social interaction and this involves face-to-face interaction mediated by talk in classrooms; and he believes Vygotsky’s claim, that talk plays a crucial part in children’s learning in the ZPD and in the process of instruction (Zhang, 2008: p. 81)
There is a very large body of research that provides insight into classroom discourse; the present study focuses on the teacher-student interaction by integrating classroom discourse in Bloom’s Taxonomy of Cognitive Domain
Summary
Education is conducted fundamentally through social interaction, and this interaction takes place through classroom discourse. Classroom activities are where students learn the language of schooling by repeated participation. Through this participation, students learn what to say, how to say, when to say, and when to stop in the academic setting (Hsiao, 2005). Mercer (2002) argues that for a teacher to teach and a learner to learn, both partners need to talk and create a shared framework of understanding. Talk is the principal tool for creating this framework. He thinks of shared understanding as an Intermental Development Zone (IDZ) in which educational activity takes place. The IDZ is constituted continually as the dialogue goes on, so enabling the teacher and learner to think together through the activity in which they are involved
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