Skovholt2018a

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Skovholt2018a
BibType ARTICLE
Key Skovholt2018a
Author(s) Karianne Skovholt
Title Establishing Scientific Discourse in Classroom Interaction Teacher Students’ Orientation to Mundane Versus Technical Talk in the School

Subject Norwegian

Editor(s)
Tag(s) EMCA, Student talk, conversation analysis (CA), scientific discourse, formulations, bridging devices, pedagogical link-making, teacher education
Publisher
Year 2018
Language English
City
Month
Journal Scandinavian Journal of Educational Research
Volume 62
Number 2
Pages 229-244
URL Link
DOI 10.1080/00313831.2016.1212263
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

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 between mundane talk—that is, where students make claims with reference to their personal epistemic domain—and scientific 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.

Notes