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Plenary d iscussion

This fruitful plenary discussion delved into varied theories and methodologies like social-cultural theory, linguistics, and educational design theory to analyze teacher-student dialogues. The discourse touched on the importance of scaffolding, student initiative, intentionality, and temporality patterns in educational interactions. Key questions around communicative norms, contextuality, and causality were explored.

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Plenary d iscussion

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  1. Plenary discussion GijsbertErkens

  2. Islands of theories, fields, subjects & methodologies: • Silvia Rojas-Drummond, • social-cultural theory; scaffolding; ethnographic analysis and category coding • Tom Koole, • linguistics; epistemic access; conversational analysis • Christa Asterhan, • educational design theory; e-moderation; phenomenological analysis & cued retrospective interviews • HenderienSteenbeek, • developmental psychology; scaffolding; dynamic system analysis

  3. Bridges • Teacher- student(s) dialogues • Scaffolding / teacher support • Qualitative approach (cases, n=1, examples) • Intentionality (strategies, representations, goals) • Contextuality • Temporality (patterns, sequences, adj. pairs, development)

  4. Questions • Teacher- student(s) dialogues • Communicative norms & social conventions? • Scaffolding / teacher support • Student’s initiative? • Qualitative approach • Generalizability? • Intentionality • Cognition in interaction? • Automatic behavior? • Contextuality • Interaction Teacher <-> Environment <-> Student(s)? • Temporality / patterns, sequences • Causality?

  5. Discussion!

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