Teacher Epistemic Orientations and Their Influence on Patterns of Teacher Talk

• In Event: Content Areas and the Lives of Teachers

Abstract

Research on Argument-based inquiry (ABI) supports that the quality of teacher talk is an important link in support of student learning. However, few studies have examined the relationship between teacher epistemic orientations and their influence on instructional practices focusing on the ways in which a teacher develops dialogical interactions in the classrooms where argumentation is a core component of learning science. In this regard, this study investigated teacher epistemic orientations and patterns of teacher talk that were generated in three experienced science teachers’ classroom that used an ABI, and the ways in which these patterns of talk were used toward the establishment of a grasp of science practice.

Authors

• Jee Kyung Suh, University of Iowa

• Soonhye Park, University of Iowa

• Brian Hand, University of Iowa