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    Classroom talk, conceptual change and teacher reflection in bilingual science teaching

    Morton, Tom (2012) Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education 28 (1), pp. 101-110. ISSN 0742-051X.

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    Abstract

    This article examines a science teacher’s use of and reflections on classroom talk in teaching a unit on genetics on a bilingual education programme. Constructivist, sociocultural and discursive psychological perspectives on conceptual change and classroom talk are reviewed. Data are drawn from three sources: preactive interview, video-recording of classroom interaction, and video-based postactive reflections. Detailed analyses of transcripts show that even when the teacher oriented to the constructivist strategy of eliciting students’ views, there were missed opportunities to use a more dialogic approach. Implications for teacher education of science teachers in first and second language contexts are discussed.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): classroom communication, science teaching, conceptual change, reflection, bilingual education, conversation analysis
    School: Birkbeck Schools and Departments > School of Social Sciences, History and Philosophy > Applied Linguistics and Communication
    Depositing User: Sarah Hall
    Date Deposited: 14 Mar 2013 11:38
    Last Modified: 11 Oct 2016 15:26
    URI: http://eprints.bbk.ac.uk/id/eprint/6257

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