Solem-Skovholt2019

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Solem-Skovholt2019
BibType ARTICLE
Key Solem-Skovholt2019
Author(s) Marit Skarbø Solem, Karianne Skovholt
Title Teacher Formulations in Classroom Interactions
Editor(s)
Tag(s) EMCA, Teacher formulations, learnables, classroom interaction, Conversation Analysis
Publisher
Year 2019
Language English
City
Month
Journal Scandinavian Journal of Educational Research
Volume 63
Number 1
Pages 69–88
URL Link
DOI 10.1080/00313831.2017.1324904
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

This article examines teacher formulations in teacher-fronted whole class interactions. Using conversation analysis (CA), we have analysed topic talk between teachers and students (12–16 years old) in Norwegian classrooms. We have identified three sub-groups of teacher formulations—transforming, challenging, and summarising formulations. We show how teacher formulations in topic talk are an important part of teaching and that the formulations serve different and specialised functions in classroom interactions. Our main finding is that teachers use the formulations to establish a shared pedagogic focus, the learnable. This study contributes by providing knowledge on formulations as a pedagogical device and by accumulating knowledge about the practice of formulation in general.

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