Teacher expectancies, teacher behaviour and students’
participation in classroom discourse

J 2016

Teacher expectancies, teacher behaviour and students’ participation in classroom discourse

ŠEĎOVÁ, Klára a Zuzana ŠALAMOUNOVÁ

Základní údaje

Originální název

Teacher expectancies, teacher behaviour and students’ participation in classroom discourse

Autoři

ŠEĎOVÁ, Klára (203 Česká republika, garant, domácí) a Zuzana ŠALAMOUNOVÁ (203 Česká republika, domácí)

Vydání

Journal of Educational Enquiry, University of South Australia, 2016, 1444-5530

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50300 5.3 Education

Stát vydavatele

Austrálie

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14210/16:00088446

Organizační jednotka

Filozofická fakulta

UT WoS

000497984500001

Klíčová slova anglicky

teacher expectations; teacher behaviour; classroom discourse; participation; low-expectancy students

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 18. 3. 2020 16:21, Mgr. Michal Petr

Anotace

V originále

There is a common consensus that students learn best through participation in rich and challenging classroom discourse. The aim of this study is to explore whether students viewed as weak by their teachers can productively participate in classroom discourse in literacy lessons. We used micro-ethnographic discourse analysis to analyze video recordings from literacy lessons at a Czech lower secondary school. We focused on two low-expectancy students, who participated in the classroom discourse in different ways. While the first one was passive and unproductive, the second one participated in productive interactions and autonomously helped to construct knowledge in the classroom. Our analysis shows that a student’s way of participation in the classroom is influenced by their teacher’s behaviour. We examine the relationship between the teacher’s expectations and their behaviour so as to show that this relationship is stronger if the teacher focuses on the qualities of a student and weaker if the teacher focuses on their curricular aims.

Návaznosti

GA13-23578S, projekt VaV

Název: Učitel a žáci v dialogickém vyučování

Investor: Grantová agentura ČR, Učitel a žáci v dialogickém vyučování

Citovat

ŠEĎOVÁ, Klára a Zuzana ŠALAMOUNOVÁ. Teacher expectancies, teacher behaviour and students’ participation in classroom discourse. Journal of Educational Enquiry. University of South Australia, 2016, roč. 15, č. 1, s. 44-61. ISSN 1444-5530.

@article{1364961,
   author = {Šeďová, Klára and Šalamounová, Zuzana},
   article_number = {1},
   keywords = {teacher expectations; teacher behaviour; classroom discourse; participation; low-expectancy students},
   language = {eng},
   issn = {1444-5530},
   journal = {Journal of Educational Enquiry},
   title = {Teacher expectancies, teacher behaviour and students’ participation in classroom discourse},
   url = {http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/1304/898},
   volume = {15},
   year = {2016}
}

TY  - JOUR
ID  - 1364961
AU  - Šeďová, Klára - Šalamounová, Zuzana
PY  - 2016
TI  - Teacher expectancies, teacher behaviour and students’ participation in classroom discourse
JF  - Journal of Educational Enquiry
VL  - 15
IS  - 1
SP  - 44-61
EP  - 44-61
PB  - University of South Australia
SN  - 14445530
KW  - teacher expectations
KW  - teacher behaviour
KW  - classroom discourse
KW  - participation
KW  - low-expectancy students
UR  - http://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/1304/898
N2  - There is a common consensus that students learn best through participation in rich and challenging classroom discourse. The aim of this study is to explore whether students viewed as weak by their teachers can productively participate in classroom discourse in literacy lessons. We used micro-ethnographic discourse analysis to analyze video recordings from literacy lessons at a Czech lower secondary school. We focused on two low-expectancy students, who participated in the classroom discourse in different ways. While the first one was passive and unproductive, the second one participated in productive interactions and autonomously helped to construct knowledge in the classroom. Our analysis shows that a student’s way of participation in the classroom is influenced by their teacher’s behaviour. We examine the relationship between the teacher’s expectations and their behaviour so as to show that this relationship is stronger if the teacher focuses on the qualities of a student and weaker if the teacher focuses on their curricular aims.
ER  -

ŠEĎOVÁ, Klára a Zuzana ŠALAMOUNOVÁ. Teacher expectancies, teacher behaviour and students’ participation in classroom discourse. \textit{Journal of Educational Enquiry}. University of South Australia, 2016, roč.~15, č.~1, s.~44-61. ISSN~1444-5530.

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