Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates

Document Type

Article

Source of Publication

Learning, Culture and Social Interaction

Publication Date

6-1-2020

Abstract

© 2018 Elsevier Ltd The present study explored patterns of dialogic teaching in kindergarten classrooms across two countries with different educational systems and cultural backgrounds: Finland and the United Arab Emirates (UAE). In each country, transcripts of thirteen learning sessions were analyzed by identifying episodes of educational dialogue and categorizing them with regard to previously identified patterns of dialogic teaching. Results showed that teachers, rather than students, initiated dialogue. Further, teacher-initiated teaching dialogue of high quality was the dominant dialogue pattern. Comparisons across countries revealed less educational dialogue and more teacher-initiated questions in classrooms in the UAE, while more open space for sharing thoughts was found in kindergarten classrooms in Finland. The findings suggest variations in the structure of educational dialogue and instructional practices in kindergarten classrooms across contexts.

ISSN

2210-6561

Publisher

Elsevier Ltd

Volume

25

First Page

100264

Disciplines

Education

Keywords

Cross-country, Educational dialogue, Kindergarten, Patterns of dialogic teaching

Scopus ID

85057620807

Indexed in Scopus

yes

Open Access

no

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