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- W2023656622 abstract "By developing two case studies of expert teaching in action, this study aimed to develop knowledge of talk in whole-class teaching in UK primary science lessons and understand this in relation to both the teachers' interpretations and sociocultural theoretical frameworks. Lessons were observed and video-recorded and the teachers engaged in video-stimulated-reflective dialogue to capture participants' reflections upon their own pedagogic purposes and interactions in the classroom. The analytic framework was developed at three levels: sequence of lessons, lesson, and episode. For each episode, the ‘communicative approach’ and teaching purposes were recorded. Transcripts were developed for fine grain analysis of selected episodes and a quantitative analysis was undertaken of the use of communicative approaches. Findings exemplify how different communicative approaches were used by the case-study teachers for different pedagogical purposes at different points in the sequence of lessons, contributing to primar..." @default.
- W2023656622 created "2016-06-24" @default.
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- W2023656622 date "2012-07-01" @default.
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- W2023656622 title "Case Studies of Interactive Whole-Class Teaching in Primary Science: Communicative approach and pedagogic purposes" @default.
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- W2023656622 doi "https://doi.org/10.1080/09500693.2012.702360" @default.
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