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
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Authors
Lee, L
Estrada, N
Publication Date
2019-03-15Journal Title
International Journal of Research and Method in Education
ISSN
1743-727X
Publisher
Informa UK Limited
Volume
42
Issue
2
Pages
185-203
Type
Article
This Version
AM
Metadata
Show full item recordCitation
Vrikki, M., Kershner, R., Calcagni Garcia, M. E., Hennessy, S., Lee, L., Hernández, F., Estrada, N., & et al. (2019). 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. International Journal of Research and Method in Education, 42 (2), 185-203. https://doi.org/10.1080/1743727X.2018.1467890
Abstract
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers’ reflective practice, focusing in this case on students’ equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a ‘simulated live’ approach based on time-sampling techniques, with a ‘follow-up analysis’ approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The ‘live’ coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.
KEYWORDS: Analytic tool, classroom observation, equitable participation, educational dialogue, teacher inquiry, reflective practice
Sponsorship
British Academy International Partnership and Mobility Scheme (ref. RG66509), 3 years (Jan 2013 - Dec 2015).
Funder references
British Academy (PM120044)
Identifiers
External DOI: https://doi.org/10.1080/1743727X.2018.1467890
This record's URL: https://www.repository.cam.ac.uk/handle/1810/276873
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