Teacher Talk Research Articles

Dialogic teaching practice as a decolonial strategy in visual arts and design

Based on a dialogic teaching practice that takes into account the student's context and knowledge while encouraging their autonomous stance, we propose a reflection stemming from classroom experiences in the courses of Printmaking 1 and Workshop on Models and Materials within the Visual Arts and Design programs at the Federal University of Rio Grande do Norte. Drawing from these experiences and engaging in dialogue with the thoughts of Paulo Freire, Ana Mae Barbosa, Boaventura de Sousa Santos, and Catharine Walsh, we move forward to propose a decolonial teaching approach.

Scenario-based classroom context mode: reshaping non-native teachers’ decision-making and pedagogical reasoning

Teacher decision-making and pedagogical reasoning have been extensively investigated in the last two decades. However, there is a scarcity of research that examines the two constructs together in one single study. This study was an attempt to address this gap by implementing a teacher education course using the self-evaluation of teacher talk (SETT) framework that aimed to reshape the decision-making and pedagogical reasoning of ten non-native teachers. Data were collected over a 10-week period through Camtasia, which facilitated video-stimulated recall sessions. Conversation analysis was employed to analyze the interactions in classroom context between the learners and the novice teachers and the interactions between the novices and the first researcher-as-a-participant or experienced teacher. The findings showed that the novices relied on the SETT-oriented metalanguage to justify their decisions after the teacher education course (POST-TEC). In addition, although in the PRE-TEC phase, they lost their temper and codeswitched because of frustration when facing learners’ reticence, they used a number of useful interactive decisions such as avoiding teacher echoes and on-the-spot corrections during discussions in the POST-TEC. It can be concluded that examining the SETT modes separately contributes to our richer understanding of classroom discourse, as each mode has its own specific pedagogic goals that teachers should pay attention to in their classroom decisions. Suggestions for further research and implications for making the decision-making and pedagogical reasoning of language teachers more explicit are provided.

Dialogic teaching in a Year 5 classroom during cooperative inquiry-based science

Over the last two decades there has been a focus on teaching science using an enquiry approach where students are actively engaged in investigations that capture their interest, encourage them to ask questions, and investigate potential solutions to the problems they are confronting. The purpose of this case-study was to investigate how one Year 5 science teacher introduced his students to a unit of science on Matter, used different discourses to capture students’ interest in the enquiry-based tasks, and provided hands-on activities to enable them to test-out their ideas and develop explanations for what they found. The case-study highlights how the teacher used a range of authoritative and dialogic interactions to not only capture students’ interest in the tasks but also to encourage and challenge them to share their ideas with others. It was interesting to note how the students became more adept at expressing their opinions and providing explanations and justifications for the ‘scientific’ understandings they had developed during their enquiry-based science lessons.

Bilingual Teacher Talk Pada Pengajaran TEYL di Sepama Kamboja

This study focuses on translation analysis of the use of bilingual teacher talk in teaching TEYL (Teaching English for Young Learners) in Sepama Cambodian classrooms. The method used is qualitative descriptive. The results showed that the students as teachers in the Sepama class used 8 translation techniques based on theories from Molina and Albirr. The results of the analysis were obtained based on the processing of 35 data obtained from online learning videos. The literal translation technique was applied to 9 data or 25.71%. Amplification technique as much as 2 data or 5.71%. Variation technique 1 data (2.85%), Typical matching technique 2 data or 5.71%. While the reduction technique has 9 data (25.71%). Transposition and particulate techniques each have 3 data or 8.57%. and finally Modulation technique as much as 4 data or 11.43%. The reduction technique is widely used because the structure of BSa is simpler than BSu. While literal techniques are also often used because teachers must immediately convey BSa and BSu immediately respectively.

Relevance of Interreligious Dialogue Amidst Multiplicity in the Society

Purpose: The study aimed to examine the relevance of interreligious dialogue amidst multiplicity in the society
 Methodology: The study applied desktop review methodology to gather relevant literature.
 Findings: We are living in pluralist world, confronted with a supermarket of ideologies and religions. The variety of ideologies particularly religious ideologies and beliefs poses problems when any one of them is regarded as the supreme and absolute truth and the rest of them are considered to be of no use. In the past centuries religious exclusiveness cause enough suffering locally, but today clashes between religious have global repercussions. Today, when the world has attained a great technological progress and scientific achievements, it is disconcerting to say that the people are making disputes in the name of religion. Thousands of people are killed and nations have been divided. In this era of confusion and distressed life, where we grow more afraid than the previous day, afraid of our neighbors, or folks, our society and other’s beliefs. To protect the humanity form this appalling condition the only solution would be interreligious dialogue which is mandatory if not dynamic for everyone to have the understanding of different religions.
 Recommendations: this study believe that education is the most important thing for smooth education dialogue process. Evidence has shown that interreligious dialogue is one of the paths to build bridges among diverse cultural and religious communities that otherwise would be in conflict.

Adherence to language of instruction in Spanish-English dual language early elementary classrooms

ABSTRACT This study examined teachers’ adherence to the language of instruction in dual language education (DLE) programs among teachers in 19 kindergarten through 3rd grade Spanish-English two-way DLE immersion classrooms (n = 5, 90/10 model; n = 14, 50/50 model). Teachers were observed toward the beginning and end of the school year to determine adherence rates of teacher talk by role, teacher talk by purpose, and teacher redirections of students not speaking the target language. Adherence for teacher talk was high across the school year but was lower for assistant teachers compared to lead teachers. Adherence for instructional talk and behavior management talk was also high, though rates were lower for behavior management talk in the fall for the 90/10 model. Redirections of students not speaking the target language were highest in the fall but negligible in the spring during English whole group instruction in the 50/50 model, and redirections were low but increased over time for teachers providing Spanish instruction. Redirection rates were especially low during small group or individual work time. Implications for future research and considerations for supporting teachers’ adherence to the language of instruction are discussed, including accounting for practices (e.g., translanguaging) reflecting updated views about language separation.

Utilising Dialogical Pedagogy as a Mode of Instruction with the Purpose of Improving Future Islamic Education through the Study of Qur’?nic Principles

Utilising Dialogical Pedagogy as a Mode of Instruction with the Purpose of Improving Future Islamic Education through the Study of Qur’?nic Principles

Learning Takes Flight: Empowering Growth through Dialogic Teaching in Individual Badminton Lessons

Learning Takes Flight: Empowering Growth through Dialogic Teaching in Individual Badminton Lessons

Classroom Interaction: An Analysis of Teacher Talk in Moroccan EFL Classrooms.

Classroom Interaction: An Analysis of Teacher Talk in Moroccan EFL Classrooms.

Dialogic teaching beyond words

Scientific literature has clarified relevant contributions from dialogic teaching to the improvement of results of university students, both in face-to-face, online and hybrid sessions. There is also scientific research published about the step ahead from speech acts to communicative acts, not only in the field of teaching but also and mainly in relation to consent. There is a lack about how this step ahead is already being a base for new modalities of dialogic teaching. The study we present in this article was made through communicative methodology including a participant observation of two synchronous-hybrid master seminars of adult education and a documental analysis of all the feedbacks written at the end of each session by all students. The results show that, in those two seminars, the dialogic teaching based on communicative acts, beyond speech acts, with a dialogue that includes the scientific evidence of social impact, generates a high valuation of all students about the learning they got, the transformations they can generate with it in educational projects and, in some cases, the transformations of themselves.

Improving Teacher Talk To Enhance Teacher – Students Interaction (An Action Research at SMP Negeri 1 Bangun Purba)

The purposes of the study were to find out the interaction pattern in the classroom during the teaching-learning activity, to find out the effort might be done to improve teacher talk and to know how to enhance teacher-students interaction through improving the teacher talk. An Action Research was conducted with the object of this study was teacher talk delivered by the teacher of SMP N 1 Bangun Purba and the interaction pattern in the teaching-learning activity at the seventh grader students of VII-4. The activity of action research consisted of planning, acting, observing and reflecting. In cycle 1, a discussion about certain material related with the teacher talk and interaction was conducted. The result of interaction in the pre cycle activity was also given in cycle 1. The same activity was conducted in cycle 2, a discussion and interaction analysis of the cycle 1 was delivered to the teacher. Those activities were done outside the classroom. An analysis instrument from Moskowitz named Foreign Language Interaction Analysis (FLINT) was used to analyze the teacher talk and the interaction. An interview and questionnaire were conducted to know the teacher and students opinion of the research. All the collected data was described qualitatively. The report of the research consisted of descriptive of some facts and events occurred during the research. The result of the research showed that the pattern of interaction was mostly started by the teacher and giving information category was the most pattern occurred. The action research phases, the given suggestions and discussion succeeded to improve the teacher talk. The teacher talk was not dominating and the students got more opportunities to interact. It was shown by the decrement of the teacher talk percentage occurred in teaching-learning activity. The teacher talk in pre cycle activity was 66.2%, 64% in cycle 1 and 57.3% in cycle 2. The teacher also succeeded to enhance the interaction in the classroom. The students become more responsive and participate actively in the teaching-learning activity. The enhancement of interaction was shown by the students‘ response. In the pre cycle the students talk achieved 28.3%, 22.5% in cycle 1 and 37.5% in cycle 2. Based on the result above, it can be concluded that the teacher talk had been improved and the interaction showed an enhancement through the students‘ response. Giving reflection to the teacher talk can improve the talk to be better and giving suggestion based on the theory of certain expert can be beneficial input to improve the teacher talk and creating interactive situation in the classroom.

Exploring relationships between pre-service teachers' self-efficacy for writing and instruction provided in simulated elementary writing conferences.

Practice-based opportunities, like teaching simulations, are becoming more prevalent in teacher preparation programs. We sought to examine the instructional moves of 5 pre-service teachers during a simulated elementary writing conference using Mursion technology, a mixed-reality simulation (MRS) that emulates a classroom environment with student avatars. We examined both participants' self-efficacy and their instructional moves during MRS writing conferences. To better understand pre-service teachers' learning, we also examined reflections they wrote about their MRS experience. Results showed that pre-service teachers spent much of their time (31.7%) managing the environment (e.g., setting expectations, addressing student behavior) during MRS writing conferences, followed by nearly one-fourth of their time (24.2%) instructing students on their writing pieces (e.g., adding details, revising, editing), with high levels of teacher talk compared to student talk. Participants' self-efficacy for writing, for teaching writing elements, and for writing instruction were not clearly related to their instructional moves during the MRS experience. However, participants' reflections suggest that pre-service teachers felt the experience gave them the opportunity to practice making in-the-moment decisions and learn from their peers in a way that may allow them to have a more accurate understanding of their abilities to teach writing. Implications from these findings related to teacher self-efficacy, motivation, and teacher preparation programs are presented.

Evaluating The Quality of Teacher’s Talk in English Classroom Interaction at SMPIT Cahaya Bangsa Semarang

Teachers talk play an essential role in classroom interaction, the study evaluated the quality of the teacher’s talk in English language class using Flanders (FIAC) system (1989) in Teacher‟s talk interaction. It aimed to evaluate seven of teacher talk quality in English classroom interaction. The study used a descriptive qualitative research design since involves human behavior in natural setting. The data was collected used audio recording and observed two class meetings at eighth grade of SMPIT Cahaya Bangsa Semarang which took approximately 160 minutes. One of English teacher was the subject and 29 students was the object in this study. The result of the study showed that asked questions was the most frequently shown which is 63 times, with percentage 36,2%. Giving direction was the often shown which is 47 times, with percentage 27,01%. Praises and encourages was the quite often shown which is 29 times, with percentage 16,66%. Lecturing was the quite rare shown which is 14 times, with percentage 8,04%. Accept feeling was the rarely shown which is 8 times, with percentage 4,6%. Criticizing or justifying authority was the rarely shown which is 7 times, with percentage 4,02%. Accepts and uses idea of students was the rarest shown which is 6 times, with percentage 3,44%. The evaluated of teacher‟s talk interaction quality that teacher focus on two interactions are asked questions and giving direction.

Exploration and Analysis of Middle School Teachers' Classroom Questioning Methods from the Perspective of Dialogue Education

Aim: This study aimed to investigate and evaluate the questioning strategies used in the classroom by middle school instructors. "What is the impact of dialogue-based questioning methods on middle school students' learning outcomes?" was the research question for the study. Methodology: A methodical search technique was used to find pertinent peer-reviewed papers written in English in order to meet the research objective. Key information regarding the different types of questioning techniques, impact on student engagement, improvement of critical thinking skills, student learning outcomes, teacher-student interaction, professional development, and teacher preparation was extracted from the studies that were chosen and synthesized. Results and conclusions: Results indicated that dialogue-based questioning techniques, such as open-ended inquiries, incisive inquiries, and Socratic inquiries, are successful in encouraging fruitful discussion, student participation, and the development of critical thinking abilities. Recommendations: Teachers should give priority to integrating different questioning strategies in order to promote discussion, stimulate active student participation, and improve critical thinking abilities. Practical Implications: The use of dialogue-based questioning techniques to improve student engagement, critical thinking, and learning outcomes, supported by efficient professional development programs, is one practical use.

Arabic Conversation Learning Activities with the Real Player Application

This study aims to describe the activity of teaching conversation in Arabic for the second grade of MTs Miftahul Ulum, including the teacher's use of the RealPlayer application. This study used the qualitative research methodology as a case study. The data were therefore collected in two ways: participatory observation and personal interview. An Observation to know the steps of dialogue teaching activities and students' responses throughout the education process. As for the personal interview, it is to confirm and reconcile the data taken from the observation. The participants are the students in the second semester and the Arabic language teacher. After the data was collected, it was analyzed using the Miles and Huberman model, which consists of three steps: the presentation and reduction of data and the conclusion. Eventually, the researchers came to conclusions. The first is that the teacher begins teaching conversation in the second semester by reviewing the material in a continuous training manner. The teacher thus continued to teach conversation with the main activities with the help of means, including the RealPlayer app and the speaker. The confirmation activities were conducted through discussion between the students and the teacher using the RealPlayer application.

The transformation of the curriculum in the Linking Worlds Dialogic Pedagogy

Dialogic Pedagogy of the "Linking Worlds" is characterized by forming community classrooms incorporating a diversity of community agents who join to transform the official school curriculum in Chilean public schools. The participatory action research we report in this article was developed in two of these classrooms, one in the cultural context of a mining community and the other in a rural cultural context. The action research project aimed to make their local cultures visible in the school curriculum. Our objective was to systematize the knowledge and practices of the people who are part of community classrooms and determine whether these contributions managed to challenge the official curriculum structure. We achieved our objective in a four-year study involving 76 participants in dialogical conversations and collective dialogues. Throughout the study, we collected audiovisual records. We identified two areas of knowledge and practices that transform the official curriculum: the corporeality-affectivity and community areas. In addition, it was possible to verify that although the themes nominally coincided, the curricular transformations differed depending on the local characteristics of each classroom. These local curricular transformations promote the advancement of dialogic pedagogy because in such decisions and through egalitarian dialogue, debates, disputes, etc., different participants’ voices are heard in each community classroom. In addition, these transformations keep the debate and interpretation of school curricular contents open.

Conditions for the effective use of dialogue and discussion teaching technologies in higher education

The purpose of the article is to analyze and characterize the conditions that provide for the effective use of dialogue and discussion technologies to ensure quality learning outcomes for modern students studying in higher education. The article proves that the effectiveness of introducing dialogue and discussion technologies into the educational process of a modern higher education institution is closely related to the level of general and professional competencies of teachers who conduct classes. Among such competences are the following: the ability to search for supporting motives or issues of concern to modern higher education students; educational and scientific problems that can help to form the personal meaning of the material being studied. The list of necessary competences that guarantee the ability to effectively use dialogue and discussion technologies also includes the ability of the teacher to ensure that the student is motivated to actively interact with all participants in the educational process, to create situations for them in which they feel their own success, intellectual capacity, etc. Important and necessary conditions also include: the teacher’s ability to manage the dialogue, his or her ability to program various options for the development of dialogue storylines; design different ways of interaction between dialogue participants, foresee and distribute their possible roles; simultaneously monitor and timely adjust the purpose, time, results (analysis of successes or faiures) of mutual learning activities, etc. A promising area for further research is the analysis and characterization of the conditions associated with a higher education student’s readiness to actively participate in dialogue.

Writer-Based and Reader-Based Prose in the Author’s Development as a Newspaper Columnist

The purpose of this study was to explore the researcher’s development as a columnist, particularly from the perspectives of Writer-Based and Reader-Based prose, and to identify the topics that have been recurrent themes during the 20-year period of education column writing. An in-depth examination of the researcher’s 210 published column articles (Teacher Talk, The Star. 2002-2021) was carried out with an analysis of content to compare the extent of Reader-Based Prose and Writer-Based Prose as well as topics or issues pertaining to teachers that have been consistently featured throughout the 20 years.Semi-structured interviews were conducted with six participants for the purpose of triangulation. The study revealed that over the period of 20 years, there was a gradual but definite shift towards greater Reader-Based Prose and stronger writer’s ‘presence’ in the column articles. Although elements of Writer-Based Prose were present in particular instances, there was a stronger pattern of Reader-Based Prose in the researcher’s writing, especially in articles written after 2005. Readers could identify with the characters and settings and draw personal meanings from the issues highlighted in the articles th us providing credence to Reader Response Theory. The issues or topics that featured most in the articles and that were most often repeated throughout the 20-year period were teachers’ perceptions of policies and professional issues and special school events. The same topics were the main emerging themes during the interviews thus providing confirmation that most issues experienced by Malaysian school teachers have remained the same over the past twenty years.

Depersonalizing troubles in institutional interaction

This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed recipients as non-unique. Examining how teachers talk about children-as-students during parent–teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice of ‘routinizing’ – citing first-hand experience with other similar cases. Analysis demonstrates how teachers use routinizing to enact their expertise, both responsively as a vehicle for attenuating and credentialing their advice-giving to parents/caregivers, and proactively to pre-empt parent/caregiver resistance to their student assessments/evaluations. This research thus reveals how routinizing licenses teachers’ authority vis-à-vis the focal student’s trouble by making salient the epistemic basis for their claims.

Co-creating digital art with generative AI in K-9 education: Socio-material insights

The rise of image-generating artificial intelligence (AI) tools has triggered changes in digital art and graphic design, provoking debates in the creative industry. However, scant research exists about children’s and youths’ insights into and encounters with generative AI. Building on sociocultural and new materialist perspectives, this exploratory study proposed to address this gap by exploring middle schoolers’ (N = 10) creative interaction with generative AI, particularly with text-to-image generative models. Qualitative content analyses of emerging learning activities evidenced how generative AI-formed relations were externalized through novel digital artefacts and collaborative discussions. Ideas evolved through peer collaboration organized around creative making with AI. Teachers facilitated relations between people and technology using dialogic teaching, providing room for unpredictability and critical reflection on the impacts of generative AI, especially authorship and copyright. The study concludes with a discussion of the potential uses of generative AI in future art education research and practice.