The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue

Vrikki, Maria; Kershner, Ruth; Calcagni, Elisa; Hennessy, Sara; Lee, Lisa; Hernández, Flora; Estrada, Nube; Ahmed, Farah

doi:10.1080/1743727x.2018.1467890

Cited by 30 publications

(18 citation statements)

References 33 publications

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“…Joint efforts between researchers and teachers have situated the use of dialogue at the center of educational classroom practices and research methodologies in different countries, school contexts, cultural groups, and educational levels (Hennessy et al, 2016;Teachman et al, 2018;Vrikki et al, 2019a). The use of dialogic interactions in the classroom has showed to create more opportunities for extended discourse and, consequently, it seems to be more beneficial for language development compared with non-dialogic interactions (Snow, 2014).…”

Section: Introductionmentioning

confidence: 99%

Implications for Social Impact of Dialogic Teaching and Learning

et al. 2020

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The science of dialogic teaching and learning has especially flourished over the last four decades across age-groups, cultures, and contexts. A wide array of studies has examined the uniqueness of dialogue as a powerful tool to lead effective instructional practices, transform the socio-cultural context and people's mindsets, among many others. However, despite the efforts to extend the benefits of this approach, certain difficulties exist which have hindered the consolidation of dialogic pedagogies in the classroom. This review discusses the implications for social impact of the scientific developments on dialogic teaching and learning. Particularly, an overview of the state of the art on dialogic education is presented. Social improvements in academic attainment and social cohesion are some of the fundamental issues discussed. Those are especially relevant to address crucial needs in education and solve some of the most pressing social problems. A communicative mix-methods approach emerges as one of the critical aspects of this field of research in educational psychology to achieve social impact. Some limitations, such as teachers sustaining different forms of monologic discourse, and challenges for a broader impact are discussed in this review.

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Section: Introductionmentioning

confidence: 99%

Implications for Social Impact of Dialogic Teaching and Learning

et al. 2020

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“…These findings taken together show the importance of looking into interactions in detail to promote educators' reflection on their practices and come up with strategies that help educators in this process. Reflective inquiry is a method that has been proved to be helpful in teacher's professional development (e.g., Lyons et al 2013;Rodgers 2002;Vrikki et al 2019). It takes place when practitioners observe carefully and reflect critically on their own practice in order to enhance the teaching-learning process.…”

Section: Discussionmentioning

confidence: 99%

Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting

Rubio‐Jimenez

Kershner

2020

Social Sciences

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Self-determination is the product of the individuals’ volition in interaction with their environment. Enhancing the self-determination of young adults with intellectual disability (ID) has been related to positive adult outcomes. Educational programmes to promote self-determination commonly rely on the interaction between students and educators to set goals and make plans to achieve them. Yet the quality of these interactions has been little studied. This research involves Mexican students identified with ID who had accessed universities through the education programme: Building Bridges. The paper presents findings of a sociocultural discourse analysis of the conversations that arose when three students, a teacher and a facilitator discussed courses of action to achieve the students’ “Challenge of the Month” goals. We discuss how the student’s goal setting could be supported and hindered in these conversations. Potential constraints on students’ goal setting are noted when discussions of concrete courses of action are prioritized over discussions that would lead students to reflect more deeply on the motives behind their goals.

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“…The first form of analysis aims to represent how the interrelationship between coach and teacher progresses through discourse. It makes use of the Teacher Scheme for Educational Dialogue Analysis (T-SEDA), an existing coding scheme for investigating productive dialogue between a teacher and student (Vrikki et al , 2019), where in this case, the coach is the teacher, and the teacher – as coachee – is the student. T-SEDA has its origins in the earlier SEDA project, which aimed to understand dialogue across multiple contexts (Hennessy et al , 2016).…”

Section: Methodsmentioning

confidence: 99%

Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning

Kickbusch

Kelly

2021

IJMCE

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PurposeThe purpose of this paper is to develop representations for teacher coaching sessions that are (1) useful for communicating the session to other coaches or researchers and (2) capture the roles of the coach as convener of dialogue for teacher development as well as facilitator of design for learning.Design/methodology/approachTwo coaching sessions with preservice science teachers are analysed using two forms of discourse analysis: (1) the T-SEDA coding scheme (Vrikki et al., 2019) to analyse the dialogic interaction; and (2) a novel coding scheme to show the development of the design for learning over time. A synthetic representation is developed that combines and communicates the results of both analyses.FindingsResults show a novel way of representing coaching sessions with teachers during design for learning. Theoretical claims about the utility of this representation are made with reference to the literature.Practical implicationsThe representations and methods for developing them are useful to researchers in analysing coaching sessions. They have application for helping coaches to communicate their practice with one another. They are a step towards understanding the scalability and transferability of coaching programmes for school improvement.Originality/valueThe paper highlights shortcomings of existing representations for teacher coaching sessions and produces a novel representation that has value for researchers.

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The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue

Cited by 30 publications

References 33 publications

Implications for Social Impact of Dialogic Teaching and Learning

Implications for Social Impact of Dialogic Teaching and Learning

Promoting the Self-Determination of Mexican Young Adults Identified with Intellectual Disability: A Sociocultural Discourse Analysis of Their Discussion about Goal Setting

Representing teacher coaching sessions: understanding coaching that develops teachers' capability to design for learning

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