Laura Palmgren-Neuvonen, Riitta-Liisa Korkeamäki, Teacher as an orchestrator of collaborative planning in learner-generated video production, Learning, Culture and Social Interaction, Volume 7, December 2015, Pages 1-11, ISSN 2210-6561, https://doi.org/10.1016/j.lcsi.2015.09.002.
Teacher as an orchestrator of collaborative planning in learner-generated video production
|Author:||Palmgren-Neuvonen, Laura1; Korkeamäki, Riitta-Liisa2|
1Future School Research Center, Department of Educational Sciences, University of Oulu, Oulu, Finland
2Department of Educational Sciences, University of Oulu, Oulu, Finland
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe201706087063
|Publish Date:|| 2017-12-01
This article reports on a case study of teacher orchestration in the context of learner-generated video production. The study was conducted in a Finnish primary school, where four teachers implemented three video projects with their students. It investigated teacher scaffolding in the planning sessions of the projects, which involved creative divergent tasks in both group and whole-class settings. The videoed sessions were analyzed qualitatively to identify the types of discursive scaffolding. The study reveals the teachers’ different approaches to supporting dialogue in group and whole-class settings. The findings suggest dominance and modest strategies in classroom dialogue, with the teachers occasionally adhering to traditional recitation to control the classroom talk. The study identifies scaffolding focusing on social interaction and collaboration in these divergent tasks referring to Mercer’s (2000) intermental development zone. Considering the teachers’ pre-project planning, the study emphasizes the tension emerging between learner-centeredness and teacher authority and freedom and structures.
Learning, culture and social interaction
|Pages:||1 - 11|
|Type of Publication:||
A2 Review article in a scientific journal
|Field of Science:||
516 Educational sciences
This case study was developed and conducted in OPTEK project funded by TEKES in 2009–2010 and Second Wave project funded by the European Social Fund in 2011–2013.
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