LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	79033
Collocazione	UPS BIBL CENTR 39-C-451
Autore	SKOHOLT, K.
Titolo	Establishing scientific discourse in classroom interaction teacher students’ orientation to mundane versus technical talk in the school subject Norwegian. Parte componente di periodico
Descrizione fisica	pp. 229-244.
Nota generale	Estratto da: Scandinavian Journal of Educational Research 2018, 62, 2
Riassunto	This article reports a case study on classroom interaction in teacher education in Norway. It addresses how teacher students in the school subject Norwegian constitute scientific talk in a student-led discussion. First, the analysis reveals tension in the classroom conversation betweenmundane talk—that is, where students make claims with reference to their personal epistemic domain—andscientific talk—that is, where students make claims with reference to a shared scientific epistemic domain. Then, the analysis identifies specific interactional resources (reproach, embedded correction, formulation, and recontextualization) that the students use to regulate and bridge the 2 levels of discourse. Finally, the article provides insights into how scientific discourse is collaboratively established through conversational turns and considers how teacher education might use these findings for communication-skill training.
Tipo di documento	RICERCA.
Soggetto	DOCENTI.
	RELAZIONE.
	STUDENTI.
	EDUCAZIONE SCOLASTICA.
	COMUNICAZIONE.
	SCUOLA.
	NORVEGIA.
Ambito	Pedagogico
Autore Secondario	MATHISEN, T. A.
Titolo correlato	Scandinavian Journal of Educational Research 2018, 62, 2
Accesso online	Accesso diretto all'articolo

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Establishing scientific discourse in classroom interaction teacher students’ orientation to mundane versus technical talk in the school subject Norwegian.