Teacher Talk: "I wonder..." Request Designs
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Description
Preschool teacher interactions with children and how they design requests for information were investigated. The teachers frequently used questions as a pedagogical strategy to elicit knowledge. Teacher questions, however, were found to be problematic in encouraging children to answer a question. When teachers changed their strategy from a question design to an 'I wonder…' request design, children were found to be more likely to have-a-go at responding, to display their knowledge and agency. These findings support teachers to build a repertoire of pedagogic strategies to encourage children's contributions, and highlights the significance of teacher-child talk within the quality agenda in early childhood education.
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| ID Code: | 108029 |
|---|---|
| Item Type: | QUT Thesis (PhD by Publication) |
| Supervisor: | Danby, Susan, Thorpe, Karen, & Farrell, Ann |
| Keywords: | Agency, Knowledge, Teacher questioning, Conversation analysis, Ethnomethodology, Teacher-child interaction, Early childhood education, Quality, Requests in interaction, Social interaction |
| DOI: | 10.5204/thesis.eprints.108029 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > QUT Faculties & Divisions > Faculty of Health Current > Schools > School of Early Childhood & Inclusive Education Current > Schools > School of Psychology & Counselling |
| Institution: | Queensland University of Technology |
| Deposited On: | 30 Oct 2017 00:50 |
| Last Modified: | 06 Sep 2022 23:44 |
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