Teachers' Pass-On Practices in Whole-Class Discussions: How Teachers Return the Floor to Their Students

Autor/inn/en	Willemsen, Annerose; Gosen, Myrte N.; Koole, Tom; de Glopper, Kees
Titel	Teachers' Pass-On Practices in Whole-Class Discussions: How Teachers Return the Floor to Their Students
Quelle	In: Classroom Discourse, 11 (2020) 4, S.297-315 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willemsen, Annerose)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2019.1585890
Schlagwörter	Discussion (Teaching Technique); Teacher Student Relationship; Classroom Communication; Nonverbal Communication; Questioning Techniques; History Instruction; Geography Instruction; Grade 4; Elementary School Students; Elementary School Teachers; Student Reaction; Children; Instructional Effectiveness; Foreign Countries; Sequential Approach; Netherlands + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Non-verbal communication; Nonverbale Kommunikation; Befragungstechnik; Fragetechnik; History lessons; Geschichtsunterricht; Geography education; Geography lessons; Geografieunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerkritik; Child; Kind; Kinder; Unterrichtserfolg; Ausland; Schrittfolge; Niederlande
Abstract	This paper reports on a conversation analytic study into the pass-on turns that teachers produce to return the floor to the class following one student's contribution, in the context of whole-class discussions around texts in 4th grade history and geography lessons. These pass-on turns are remarkable, as the teachers take the turn in order to convey that they will not be responding, but are instead giving their students the opportunity to do so. Our bottom-up analyses allowed us to identify different practices and their projections, and revealed their effects on the ensuing responses. Whereas minimal pass-on practices do not alter the sequential implications of the preceding student turn and typically lead to responses to the student turn, more elaborate practices do slightly alter the sequential implications and mostly lead to responses to the pass-on turn itself, or to an earlier turn produced by the teacher. The analyses show that, although the pass-on turns seem to sustain the Teacher-Student-Teacher-Student participation pattern, this does not hinder the activity of having a whole-class discussion in which students discuss the topic at hand and critically consider and challenge the contributions of their classmates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01