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dc.contributor.advisor Akerson, Valarie L en Oliveira, Alandeom Wanderlei en 2010-06-04T14:49:16Z en 2027-02-04T15:49:17Z en 2012-05-04T17:39:57Z 2010-06-04T14:49:16Z en 2008 en
dc.identifier.uri en
dc.description Thesis (PhD) - Indiana University, School of Education, 2008 en
dc.description.abstract This study explores the teacher-student interactional dimension of inquiry-based science instruction. In it, microethnographic and grounded theory analyses are conducted in order to assess the impact of a professional development program designed to enhance in-service elementary teachers' interactional views (i.e., their understandings of inquiry-based social roles and relationships) and discursive practices (i.e., teachers' abilities to interact with student engaged in classroom inquiries) through a combination of expert instruction, immersion in scientific inquiry, and collaborative analysis of video-recorded classroom discourse. A sociolinguistic theoretical perspective on language use is adopted, viewing classroom discourse as comprising multiple linguistic signs (questions, responses, personal pronouns, hedges, backchannels, reactive tokens, directives, figures of speech, parallel repetitions) that convey not only semantic meanings (the literal information being exchanged) but also pragmatic meanings (information about teachers and students' social roles and relationships). A grounded theory analysis of the professional development activities uncovered a gradual shift in teachers' interactional views from a cognitive, monofunctional and decontextualized perspective to a social, multifunctional and contextualized conception of inquiry-based discourse. Furthermore, teachers developed increased levels of pragmatic awareness, being able to recognize the authoritative interactional functions served by discursive moves such as display questions, cued elicitation, convergent questioning, verbal cloze, affirmation, explicit evaluations of students' responses, verbatim repetitions, IRE triplets, IR couplets, second-person pronouns, "I/you" contrastive pairs, and direct or impolite directives. A comparative microethnographic analysis of teachers' classroom practices revealed that after participating in the program teachers demonstrated an improved ability to share authority and to transfer expert interactional rights to students by strategically adopting (1) questioning behaviors that were relatively more student-centered, divergent, reflective, and sincere; (2) reactive behaviors that were more neutral and informative; (3) directive behaviors that were more polite, indirect and inclusive; and, (4) poetic behaviors that fostered more involvement. Such ability allowed teachers to establish more symmetric and involved social relationships with students engaged in classroom inquiries. The above changes in teachers' interactional views and discursive practices are taken as evidence of the effectiveness of an explicit, reflective, authentic and contextualized approach to inquiry-based professional development. en
dc.language.iso EN en
dc.publisher [Bloomington, Ind.] : Indiana University en
dc.subject teacher views en
dc.subject authority en
dc.subject inquiry en
dc.subject professional development en
dc.subject discourse en
dc.subject science en
dc.subject.classification Education, Elementary en
dc.subject.classification Language, Linguistics en
dc.subject.classification Education, Sciences en
dc.title Teacher-Student Interaction: The Overlooked Dimension Of Inquiry-Based Professional Development en
dc.type Doctoral Dissertation en

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