![]() ![]() Within the Brazilian research field, this study is arguably the first with such aims and scope. In small-group talk, students spent only half of the time talking about the task’s content, when they used one third of dialogic utterances. Classroom talk was analysed through both quantitative and qualitative methods. Data consisted of pre-post knowledge tests, audio recording of small-group work, video recording of whole-class teaching, and interviews. The programme lasted for three months and consisted of three modules, each focusing in one of the aspects highlighted above. This project builds on this vast literature to explore three key aspects in the development of a more dialogic classroom talk: small-group work, conceptual learning, and whole-class teaching. To produce such a dialogic case, an intensive, small-scale, researcher-led intervention was implemented in one primary school. Many teacher professional development programmes have been designed to bridge this gap. ![]() This dialogic talk is rare in most classrooms. ![]() While classroom talk is often classified as monologic due to being narrow and controlled by teachers, educational research has identified a kind of collaborative and cognitively productive talk that positively affects learning outcomes. This thesis studies the adherence of a talk-intensive approach to teaching and learning in the Brazilian context. ![]()
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