Learning conversations: teacher researchers evaluating dialogic strategies in early years settings

Boyd, Pete (2014) Learning conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4). pp. 441-456.

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Official URL: http://dx.doi.org/10.1080/09669760.2014.968532

Abstract

Learning conversations, dialogic interactions with adults, are important opportunities for children to develop their thinking as well as their speech and language skills. This area of teachers’ practice is informed by a well-established body of research evidence and professional guidance literature. The design and facilitation of this practitioner research project was framed by a metaphor for teachers’ professional learning as‘interplay’ between the vertical domain of public, published, knowledge and the horizontal domain of the teachers’ practical wisdom. The teacher researchers used a framework based on the published literature to analyse video clips of their conversations with children in early years workplace settings. The study highlights the power of video analysis as a prompt for professional learning within a practitioner research framework. The use of conversation strategies by these teachers involves a balancing act between competing agendas within their workplace setting. In addition to mediating the strategies proposed by the research evidence base to suit their own early years workplace settings, in part by emphasising speech and language development, the teacher researchers identified a useful strategy, based on transportable identity, of ‘stepping out’ of being a teacher, for example by positioning themselves as a playmate or family member.

Item Type: Article
Journal or Publication Title: International Journal of Early Years Education
Publisher: Taylor & Francis (Routledge): SSH Titles
ISSN: 1469-8463
Departments: Services > The Graduate School
Depositing User: Pete Boyd
Date Deposited: 26 Jun 2015 13:44
Last Modified: 12 Apr 2017 16:26
URI: http://insight.cumbria.ac.uk/id/eprint/1802

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