A Field‐guided Exercise for the Study of Heterogeneous Classroom Conversation in Teacher Education

Abstract

Classroom conversations have emerged as an important aspect of educational research. Through them, teachers pursue their personal instructional goals. Classroom discourse may also promote the unification of the cognitive and social development of students. This paper reports an analysis of classroom discourse in an Israeli junior‐high school during a single academic year. Students statements were analysed according to set criteria, and teachers’ statements are also briefly considered. The use of such field‐based analysis may assist beginning teachers to make sense of the notion of meaningful learning.