TY - JOUR
T1 - How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
AU - Böheim, Ricardo
AU - Schnitzler, Katharina
AU - Gröschner, Alexander
AU - Weil, Maralena
AU - Knogler, Maximilian
AU - Schindler, Ann Kathrin
AU - Alles, Martina
AU - Seidel, Tina
N1 - Publisher Copyright:
© 2020 Elsevier Ltd
PY - 2021/3
Y1 - 2021/3
N2 - Dialogic practices encourage students to actively participate in productive classroom discourse. In this paper, we investigate whether changes in teachers' dialogic discourse practice are related to students' perceived activation, motivation and cognitive engagement on a sample of 450 high-school students. Nineteen teachers participated in a 1-year professional development program that was designed to help teachers adopt a more dialogic discourse practice. The extent to which teachers changed their discourse practice varied between teachers and some teachers did not change their practice. Results suggest that students whose teachers changed their discourse practice reported higher levels of perceived activation at the end of the program. Moreover, longitudinal multilevel modeling revealed that students perceived stronger increases in their autonomy support, competence support and cognitive engagement when teachers changed their discourse practice. The paper highlights the important role of dialogic discourse from a motivational perspective.
AB - Dialogic practices encourage students to actively participate in productive classroom discourse. In this paper, we investigate whether changes in teachers' dialogic discourse practice are related to students' perceived activation, motivation and cognitive engagement on a sample of 450 high-school students. Nineteen teachers participated in a 1-year professional development program that was designed to help teachers adopt a more dialogic discourse practice. The extent to which teachers changed their discourse practice varied between teachers and some teachers did not change their practice. Results suggest that students whose teachers changed their discourse practice reported higher levels of perceived activation at the end of the program. Moreover, longitudinal multilevel modeling revealed that students perceived stronger increases in their autonomy support, competence support and cognitive engagement when teachers changed their discourse practice. The paper highlights the important role of dialogic discourse from a motivational perspective.
KW - Dialogic discourse
KW - Motivation
KW - Teacher professional development
KW - Video research
UR - http://www.scopus.com/inward/record.url?scp=85092540935&partnerID=8YFLogxK
U2 - 10.1016/j.lcsi.2020.100450
DO - 10.1016/j.lcsi.2020.100450
M3 - Article
AN - SCOPUS:85092540935
SN - 2210-6561
VL - 28
JO - Learning, Culture and Social Interaction
JF - Learning, Culture and Social Interaction
M1 - 100450
ER -