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What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms

Artigo2022

Wenjun Zhao ORCID; Jing Ma ORCID; Yiming Cao ORCID

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Resumo

Conducting effective classroom dialog is an important foundation for high-quality classrooms. This study investigates the characteristics of effective classroom dialog from the perspective of Chinese mathematics classrooms. Classroom videotapes from 40 expert and 33 novice teachers were selected from a national project and analyzed through a developed coding framework. Results showed that the dominant types of dialog in expert teachers’ classrooms were related to Basic Knowledge, Construction, Analysis, and Personal Information. Compared to novice teachers, expert teachers’ classrooms have a significantly lower proportion of dialog on Basic Knowledge and significantly higher proportions of dialog on Personal Information and Speculation. Based on expert teachers’ classrooms, the characteristics of effective classroom dialog in the Chinese context were discussed. The analytical framework for classroom dialog developed in this study could be a powerful tool for subsequent research. Suggestions are provided on increasing the effectiveness of classroom dialog.

Dados da obra

Tipo
Artigo
Periódico
Frontiers in Psychology, v. 13, p. 964967
Editora
Frontiers Media S.A.
Ano
2022 (2022-09)
Idioma
en
Palavras-chave
effective classroom dialogue; comparative study; Chinese mathematics classrooms; expert teachers; novice teachers; expert and novice teachers; mathematics education; teacher discourse; teacher knowledge; teacher professional development
Temas
Formação de Professores de Matemática
DOI
10.3389/fpsyg.2022.964967
ISSN
1664-1078
Licença
cc-by
Acesso
Download disponível
Fontes
DOAJ — Directory of Open Access Journals; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
ZHAO, Wenjun; MA, Jing; CAO, Yiming. What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms. Frontiers in Psychology, v. 13, p. 964967, 2022. DOI: https://doi.org/10.3389/fpsyg.2022.964967.

APA

Zhao, W., Ma, J., & Cao, Y. (2022). What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms. Frontiers in Psychology, 13, 964967. https://doi.org/10.3389/fpsyg.2022.964967

BibTeX
@article{zhao2022,
  author = {Zhao, Wenjun and Ma, Jing and Cao, Yiming},
  title = {What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms},
  year = {2022},
  journal = {Frontiers in Psychology},
  volume = {13},
  pages = {964967},
  publisher = {Frontiers Media S.A.},
  doi = {10.3389/fpsyg.2022.964967},
  language = {en}
}
RIS
TY  - JOUR
AU  - Zhao, Wenjun
AU  - Ma, Jing
AU  - Cao, Yiming
TI  - What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms
PY  - 2022
JO  - Frontiers in Psychology
VL  - 13
SP  - 964967
DO  - 10.3389/fpsyg.2022.964967
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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