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.
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 Faculties and Schools > Faculty of Humanities and Social Sciences > School of Creative Arts, Culture and Communication |
| Depositing User: | Sarah Hall |
| Date Deposited: | 14 Mar 2013 11:38 |
| Last Modified: | 09 Aug 2023 12:32 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/6257 |
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