Talking the talk: Exploring teacher learning and their use of discourse strategies

Abstract

AbstractThis study investigates whether elementary science teachers participating in a four‐week professional development workshop develop new understandings about classroom discourse and whether they are able to implement strategies toward teaching science as student‐to‐student discourse. Perspectives and the extent of teacher use of discourse strategies were examined. Hundred and twenty teachers in grades 4 through 6 from 29 schools participated in the professional development at four public, research‐intensive universities situated in a Mid‐Atlantic state. Teacher reflections indicate an understanding of the strategies and a belief that they were important. Analysis of program transcripts exposed that elementary teachers were implementing the strategies learned during the professional development. However, they continued to control the conversation and continued to use more traditional talk moves. They tried to use questions to probe student thinking and to have students build on one another. The teachers wrestled with how to ask open‐ended questions and guide the discussion to elicit deeper understanding. The professional development model proved effective for raising awareness and reflection, but the model did not result in a significant change in teacher practice. Analysis of classroom practice after this institute may show change toward a more student‐centered discourse.