Promoting classroom dialogue through the use of teacher scheme for educational dialogue analysis (T-SEDA)
Productive dialogue in the classroom extends to and considers all forms of talk and interaction that are productive for learning. The Scheme for Educational Dialogue Analysis (T-SEDA) is a research-informed resource developed to support teacher inquiry regarding classroom dialogue through the utiliz...
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| Format: | text |
| Language: | English |
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Animo Repository
2023
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etdm_scied/34 |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | Productive dialogue in the classroom extends to and considers all forms of talk and interaction that are productive for learning. The Scheme for Educational Dialogue Analysis (T-SEDA) is a research-informed resource developed to support teacher inquiry regarding classroom dialogue through the utilization of a comprehensive set of widely accessible resources. This study examined two teachers’ varying instructional moves for promoting classroom dialogue among college students in student-centered, in-person science classrooms through the use of T-SEDA. The design of the learning activities was informed by the principles of inquiry-based science and dialogic teaching, which framed student contribution as the core of meaningful science learning. This paper employed a collaborative action research design that involved joint analysis between the action researcher and the active participants. Instructional strategies and dialogic interactions in the classroom were analyzed thematically via the SEDA coding scheme, while identification of the frequencies of communicative acts present required quantitative data analysis. Results identified strategies both teachers used for implementing instructional moves that promoted classroom dialogue. Expressing or Inviting Ideas (E) was observed as the most dominant instructional move in both classrooms; this refers to dialogic moves directed toward drawing relevant contributions among students. Consistent with other studies, both teachers realized the positive impact of dialogic teaching yet found the teaching approach to be intellectually demanding. This study highlights how dialogic moves by both teachers fostered a learning environment where students have agency in the learning process.
Keywords: classroom dialogue, science discourse, dialogic teaching, student-centered science, inquiry-based science learning, professional development program |
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