Thinking through talk: Using dialogue to develop students’ critical thinking

This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional progr...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Cui, Ruiguo [verfasserIn] Teo, Peter [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Dialogic instruction Critical thinking Dialogic moves Classroom dialogue

Übergeordnetes Werk:	Enthalten in: Teaching and teacher education - Amsterdam [u.a.] : Elsevier Science, 1985, 125
Übergeordnetes Werk:	volume:125

DOI / URN:	10.1016/j.tate.2023.104068

Katalog-ID:	ELV062258931

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allfields	10.1016/j.tate.2023.104068 doi (DE-627)ELV062258931 (ELSEVIER)S0742-051X(23)00056-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn 81.00 bkl 81.31 bkl Cui, Ruiguo verfasserin aut Thinking through talk: Using dialogue to develop students’ critical thinking 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills. Dialogic instruction Critical thinking Dialogic moves Classroom dialogue Teo, Peter verfasserin aut Enthalten in Teaching and teacher education Amsterdam [u.a.] : Elsevier Science, 1985 125 Online-Ressource (DE-627)306710803 (DE-600)1500778-9 (DE-576)082436029 0742-051X nnns volume:125 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 Bildungswesen: Allgemeines VZ 81.31 Lehrpersonal Erziehungspersonal VZ AR 125
spelling	10.1016/j.tate.2023.104068 doi (DE-627)ELV062258931 (ELSEVIER)S0742-051X(23)00056-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn 81.00 bkl 81.31 bkl Cui, Ruiguo verfasserin aut Thinking through talk: Using dialogue to develop students’ critical thinking 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills. Dialogic instruction Critical thinking Dialogic moves Classroom dialogue Teo, Peter verfasserin aut Enthalten in Teaching and teacher education Amsterdam [u.a.] : Elsevier Science, 1985 125 Online-Ressource (DE-627)306710803 (DE-600)1500778-9 (DE-576)082436029 0742-051X nnns volume:125 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 Bildungswesen: Allgemeines VZ 81.31 Lehrpersonal Erziehungspersonal VZ AR 125
allfields_unstemmed	10.1016/j.tate.2023.104068 doi (DE-627)ELV062258931 (ELSEVIER)S0742-051X(23)00056-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn 81.00 bkl 81.31 bkl Cui, Ruiguo verfasserin aut Thinking through talk: Using dialogue to develop students’ critical thinking 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills. Dialogic instruction Critical thinking Dialogic moves Classroom dialogue Teo, Peter verfasserin aut Enthalten in Teaching and teacher education Amsterdam [u.a.] : Elsevier Science, 1985 125 Online-Ressource (DE-627)306710803 (DE-600)1500778-9 (DE-576)082436029 0742-051X nnns volume:125 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 Bildungswesen: Allgemeines VZ 81.31 Lehrpersonal Erziehungspersonal VZ AR 125
allfieldsGer	10.1016/j.tate.2023.104068 doi (DE-627)ELV062258931 (ELSEVIER)S0742-051X(23)00056-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn 81.00 bkl 81.31 bkl Cui, Ruiguo verfasserin aut Thinking through talk: Using dialogue to develop students’ critical thinking 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills. Dialogic instruction Critical thinking Dialogic moves Classroom dialogue Teo, Peter verfasserin aut Enthalten in Teaching and teacher education Amsterdam [u.a.] : Elsevier Science, 1985 125 Online-Ressource (DE-627)306710803 (DE-600)1500778-9 (DE-576)082436029 0742-051X nnns volume:125 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 Bildungswesen: Allgemeines VZ 81.31 Lehrpersonal Erziehungspersonal VZ AR 125
allfieldsSound	10.1016/j.tate.2023.104068 doi (DE-627)ELV062258931 (ELSEVIER)S0742-051X(23)00056-2 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn 81.00 bkl 81.31 bkl Cui, Ruiguo verfasserin aut Thinking through talk: Using dialogue to develop students’ critical thinking 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills. Dialogic instruction Critical thinking Dialogic moves Classroom dialogue Teo, Peter verfasserin aut Enthalten in Teaching and teacher education Amsterdam [u.a.] : Elsevier Science, 1985 125 Online-Ressource (DE-627)306710803 (DE-600)1500778-9 (DE-576)082436029 0742-051X nnns volume:125 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 81.00 Bildungswesen: Allgemeines VZ 81.31 Lehrpersonal Erziehungspersonal VZ AR 125
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author	Cui, Ruiguo
spellingShingle	Cui, Ruiguo ddc 370 ssgn 5,3 bkl 81.00 bkl 81.31 misc Dialogic instruction misc Critical thinking misc Dialogic moves misc Classroom dialogue Thinking through talk: Using dialogue to develop students’ critical thinking
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topic	ddc 370 ssgn 5,3 bkl 81.00 bkl 81.31 misc Dialogic instruction misc Critical thinking misc Dialogic moves misc Classroom dialogue
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title	Thinking through talk: Using dialogue to develop students’ critical thinking
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title_full	Thinking through talk: Using dialogue to develop students’ critical thinking
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title_sort	thinking through talk: using dialogue to develop students’ critical thinking
title_auth	Thinking through talk: Using dialogue to develop students’ critical thinking
abstract	This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills.
abstractGer	This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills.
abstract_unstemmed	This study adopts a dialogic instructional approach to explore the relationship between teacher talk and students' critical thinking. Through a fine-grained analysis of a teacher's dialogic moves against evidence of students' critical thinking in a 15-week dialogic instructional programme in a Chinese university, we found that three directionally oriented discursive moves, ‘opening up’, ‘branching out’ and ‘tossing back’, are productive in drawing out students' critical thinking. Our findings can help educational practitioners and researchers deepen their understanding of the discursive mechanisms by which classroom dialogue facilitates the development of students' critical thinking skills.
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title_short	Thinking through talk: Using dialogue to develop students’ critical thinking
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doi_str	10.1016/j.tate.2023.104068
up_date	2024-07-06T18:35:02.571Z
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Thinking through talk: Using dialogue to develop students’ critical thinking

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