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Title:

Opening 'windows' for teachers to change classroom discourse

Document type:
Journal Article
Author(s):
Weil, Maralena; Seidel, Tina; Schindler, Ann-Kathrin; Gröschner, Alexander
Abstract:
Appreciating student contributions and providing feedback to students are key features of productive classroom discourse. In addition, students' self-concept of ability is a crucial predictor for verbal contributions students make in teacher-student interactions. This case study explores how three teachers improved their classroom discourse practices by participating in a video-based teacher professional development program. In particular, it seems like the students with an initially low self-co...     »
Journal title:
Learning Culture and Social Interaction
Year:
2020
Journal volume:
26
Fulltext / DOI:
doi:10.1016/j.lcsi.2020.100425
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