Understanding the Use of Classroom Talk by Newly Trained Physics Teachers in Lesotho

References

• Alozie, N., & Mitchell, C. (2014). Getting students talking: Supporting classroom discussion practices in inquiry-based science in real-time teaching. The American Biology Teacher, 76(8), 501–506. doi: 10.1525/abt.2014.76.8.3
   Web of Science ®Google Scholar
• Christie, F. (1998). Science and apprenticeship: The pedagogic discourse. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on the discourses of science (pp. 152–180). New York: Routledge.
   Google Scholar
• Gee, J.P. (1999). Discourse analysis: Theory and method. London and New York: Routledge.
   Google Scholar
• Gillies, R. M. (2014). Developments in classroom-based talk. International Journal of Educational Research, 63, 63–68. doi: 10.1016/j.ijer.2013.05.002
   Web of Science ®Google Scholar
• Hackling, M., Smith, P., & Murcia, K. (2010). Talking science: Developing a discourse of inquiry. Teaching Science, 56(1), 17–22.
   Google Scholar
• John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development; A Vygotskian framework. Educational Psychology, 31(3/4), 191–206. doi: 10.1207/s15326985ep3103&4_4
   Web of Science ®Google Scholar
• Khong, T. D. H., Saito, E., & Gillies, R. M. (2019). Key issues in productive classroom talk and interventions. Educational Review, 71(3), 334–349. doi: 10.1080/00131911.2017.1410105
   Web of Science ®Google Scholar
• Leach, J., & Scott, P. (2003). Individual and sociocultural views of learning in science education. Science and Education, 12, 91–113. doi: 10.1023/A:1022665519862
   Google Scholar
• Makhechane, M., & Qhobela, M. (2019). Understanding how chemistry teachers transform stoichiometry concepts at secondary level in Lesotho. South African Journal of Chemistry, 72, 59–66. doi: 10.17159/0379-4350/2019/v72a9
   Web of Science ®Google Scholar
• Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussion. In L. B. Resnick, C. Asterhan, & S. N. Clarke (Eds.), Socializing intelligence through talk and dialogue (pp. 347–362). Washington, DC: AERA.
   Google Scholar
• Mitchell, I. (2010). The relationship between teacher behaviours and student talk in promoting quality learning in science classrooms. Research in Science Education, 40, 171–186. doi: 10.1007/s11165-008-9106-9
   Web of Science ®Google Scholar
• Mortimer, E. F., & Scott, P. (2003). Meaning making in secondary science classrooms. Philadelphia: Open University Press.
   Google Scholar
• Msimanga, A., & Lelliott, A. (2014). Talking science in multilingual contexts in South Africa: Possibilities and challenges for engagement in learners home languages in high school classrooms. International Journal of Science Education, 36(7), 1159–1183. doi: 10.1080/09500693.2013.851427
   Web of Science ®Google Scholar
• Qhobela, M., & Moru, E. K. (2014). Examining secondary school physics teachers’ belief about teaching and classroom practices in Lesotho as foundation for professional development. International Journal of Science and Mathematics Education, 12, 1367–1392. doi: 10.1007/s10763-013-9445-5
   Web of Science ®Google Scholar
• Qhobela, M., & Rollnick, M. (2010). The use of discourse in enabling access physics students to construct meaning of magnetic field patterns. African Journal of Research in Mathematics, Science and Technology Education, 14(3), 6–19. doi: 10.1080/10288457.2010.10740688
   Google Scholar
• Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447–466.
   Web of Science ®Google Scholar
• Tytler, R., & Aranda, R. (2015). Expert teachers’ discursive moves in science classroom interactive talk. International Journal of Science and Mathematics Education, 13, 425–446. doi: 10.1007/s10763-015-9617-6
   Web of Science ®Google Scholar
• Van der Veen, C., de Mey, L., van Kruistum, C., & van Oers, B. (2017). The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education. Learning and Instruction, 48, 14–22. doi: 10.1016/j.learninstruc.2016.06.001
   Web of Science ®Google Scholar
• Webb, N. M. (2009). The teacher's role in promoting collaborative dialogue in the classroom. British Journal of Educational Psychology, 79(1), 1–28. doi: 10.1348/000709908X380772
   PubMed Web of Science ®Google Scholar
• Webb, N. M., Franke, M. L., De, T., Chan, A. G., Freund, D., Shein, P., & Melkonian, D. K. (2009). ‘Explain to your partner’: Teachers’ instructional practices and students’ dialogue in small groups. Cambridge Journal of Education, 39(1), 49–70. doi: 10.1080/03057640802701986
   Google Scholar