No time for silence, just repeat after me: A three study perspective on teacher and child interactions over time

Authors

Gillian Kirk, Edith Cowan UniversityFollow
Marianne June Knaus, Edith Cowan UniversityFollow
Beverley Adkin, Edith Cowan UniversityFollow

Document Type

Journal Article

Publication Title

International Journal of Educational Research

Volume

120

Publisher

Elsevier

School

School of Education

RAS ID

58259

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

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.

DOI

10.1016/j.ijer.2023.102209

Creative Commons License

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