Search results for: Lehesvuori Sami
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The current study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. The data indicate that the student teacher awareness of teacher-talk and alternative communicative options increased. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.
Updated: Jan. 28, 2013