Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4541
Title: Exploration of Scaffolding in Teachers’ Dialogue Analysis
Authors: Saito, Moegi
Iikubo, Shinya
Shirouzu, Hajime
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Saito, M., Iikubo, S., & Shirouzu, H. (2019). Exploration of Scaffolding in Teachers’ Dialogue Analysis. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 873-874). Lyon, France: International Society of the Learning Sciences.
Abstract: This paper explored how to scaffold teachers' analysis of dialogue in order to improve their formative assessments. We implemented a half-day teacher workshop wherein the teachers were asked to collaboratively analyze a transcribed dialogue using both a manual approach and dialogue analysis tool. An analysis of the teachers' writings and dialogues in the workshop revealed that the teachers were able to identify the students' lack of understanding and consider its reasons usable in formative assessments.
URI: https://doi.dx.org/10.22318/cscl2019.873
https://repository.isls.org//handle/1/4541
Appears in Collections:CSCL 2019

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