Developing interactive discourse in the classroom: moving beyond teacher as expert.

Corden, R., 2001. Developing interactive discourse in the classroom: moving beyond teacher as expert. Educational Action Research, 9 (3), pp. 371-393. ISSN 0965-0792

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Abstract

In this article I describe the collaborative research undertaken by a group of high school teachers and an English adviser. The teachers were keen to find ways of breaking the teacher-dominated discourse pattern within their classrooms. They wanted to see whether, when offered a variety of teacher audiences beyond that of 'expert-examiner', students would engage in the kind of exploratory talk, described by the National Oracy Project (1992), as a feature of investigative learning. I examine the teachers' belief that discourse patterns are affected by students' understanding of contextual conditions. I illustrate the importance of students’ shared understanding of collaborative discourse and discuss how their conception of learning contexts is influenced by the kinds of audiences teachers project.

Item Type:	Journal article
Publication Title:	Educational Action Research
Creators:	Corden, R.
Publisher:	Taylor & Francis (Routledge)
Place of Publication:	Oxford
Date:	2001
Volume:	9
Number:	3
ISSN:	0965-0792
Divisions:	Schools > School of Education
Record created by:	EPrints Services
Date Added:	09 Oct 2015 09:46
Last Modified:	19 Oct 2015 14:23
URI:	https://irep.ntu.ac.uk/id/eprint/2586

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