Klassrumssamtalets mönster och betydelse

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Publication Bachelor thesis
Title Klassrumssamtalets mönster och betydelse
Author Nerbring, Jens Thomas
Date 2017
English abstract
With a growing demand from the latest curriculum this study aims to investigate what classroom talk looks like at a school in Sweden. Through observations in different classrooms and interviews with experienced teachers I seek to investigate and map out classroom talk structures, how teachers relate to classroom talk, what kind of questions the teachers ask and how they follow up the students´ answers. Inspired by Vygotskij´s “zone of proximal development” the study takes on a sociocultural perspective and focuses on social interaction. Both qualitative and quantitative research methods are used. The focus of the study is on the type of questions the teachers are using and how they follow up the answers from the students. The results tell us that that the teachers are using a lot of open questions and the answers from the students are often long, something which differs from earlier research. The collected data from interviews as well as from observations hints that the teachers are aware and make conscious decisions when they decide what type of questions they ask their students. When looking at how the teachers follow up the students´ answers the results shows that it´s rare that the teachers follow up and further develop the students answers.
Publisher Malmö högskola/Lärande och samhälle
Pages 32
Language swe (iso)
Subject klassrumssamtal
dialog
sociokultur
den närmaste utvecklingszonen
IRF
IRE
struktur
sociokulturellt perspektiv
uppföljning
Handle http://hdl.handle.net/2043/23270 Permalink to this page
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