2004
Volume 41, Issue 1
  • ISSN: 1573-9775
  • E-ISSN: 2352-1236

Abstract

Abstract

Problem conversations with intervening teachers may enhance children’s discourse during group work. The few studies focusing on these conversations, however, are normative and experimental in nature, neglecting the joint and sequential nature of these conversations. Therefore, this paper’s aim is to give insight into how teachers and a group of children constitute and continue problem conversations. Detailed analysis informed by Conversation Analysis shows that problems are constructed in three patterns which are distinguished by the teacher’s reaction to the problem initiation resulting in three different continuations. It is found that the teacher’s actions are decisive for how children may contribute to the developing interaction. In particular, the teacher’s reaction to both problem initiations and solution proposals determines whether problem conversations interactions are jointly continued. Theoretical and practical implications are discussed.

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2019-04-01
2022-05-17
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