Abstract

This paper examines data from three separate studies on teacher-child interactions for evidence of verbal and non-verbal semiotic resources across different times and contexts. Each study utilised qualitative methodologies, employing observations guided by the Classroom Assessment Scoring System manual and teacher semi-structured interviews. Sociocultural perspectives frame the examination of teacher-child mediations of socially and culturally derived semiotic notions and are used to conceptualise findings. Critical Discourse Analysis highlighted how language and silences in interactions contribute to power structures. The study found that while time and context cannot be causal to change, they do correlate with an increasing focus on literacy and numeracy as well as teacher as expert, and a decrease in child agentic participation and instantiations of silence.

RAS ID

58259

Document Type

Journal Article

Date of Publication

1-1-2023

Volume

120

School

School of Education

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Publisher

Elsevier

Comments

Kirk, G., Knaus, M. J., & Adkin, B. (2023). No time for silence, just repeat after me: A three study perspective on teacher and child interactions over time. International Journal of Educational Research, 120, article 102209. https://doi.org/10.1016/j.ijer.2023.102209

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Link to publisher version (DOI)

10.1016/j.ijer.2023.102209