Leading Effective Classroom Talk: Beliefs of Elementary Teacher Candidates During a Long-Term Internship (Poster 7)

• In Event: AERA Poster Session Twelve
  In Poster Session: Teacher and Teacher Preparation Poster Session One

Abstract

Classroom talk is a central part of the interaction between teachers and students. Studies show that teachers are seldom prepared to initiate and accompany dialogic classroom talk. For successful implementation, it is necessary to develop appropriate mindsets for dialogic teaching (DT). The study aimed to investigate the change in these attitudes of elementary teacher candidates throughout their long-term internships. Additionally, attitudes regarding emotional support for students and teaching and learning as predictors were considered. In total, N=189 teacher candidates participated in the survey at the beginning and end of their internship. Results show a positive change on all dimensions of DT over time (ΔM=.21). Furthermore, differential effects of the predictors on DT are found (-.24 < β < .59).

Authors

• Florentine Hickethier, Friedrich-Schiller-Universität Jena
  Presenting Author

• Alexander Groeschner, Friedrich-Schiller-Universität Jena
  Non-Presenting Author

• Elisa Calcagni, Friedrich-Schiller-Universität Jena
  Non-Presenting Author

• Bernadette Gold, TU Dortmund University
  Non-Presenting Author

• Madeleine Müller, University of Erfurt
  Non-Presenting Author

• Mathias Dehne, Friedrich-Schiller-Universität Jena
  Non-Presenting Author