Teacher Students Interaction in a Kindergarten Classroom in Korea According to Three types of Activities: Free Play, Small Group Activity, and Whole Group Discussion
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Within a sociocultural framework, we have attempted to show whether the interaction between the classroom teacher and students facilitates the children’s learning within a shared understanding. It draws on non participatory observational data from a kindergarten classroom in Korea for twelve weeks. To investigate this, at first, assuming that a whole group discussion unfolds through the IRE/F exchanges, we analyzed whether the interaction under the IRE/F is instructional or conversational. The study reveals that the IRE/F pattern helps classroom interaction to be more instructional. Secondly, it investigated the interactions between the teacher and students according to three activities: free play, small group activity, and whole group discussion. According to them, interactions take on different aspects: instructional, conversational or none of them. One interesting point is that, the interaction during the small group activity seems neither instructional nor conversational. It seems this is because the task given during this activity is not toward unfolding a small group discussion but toward completing a task in a given time. Finally, we do not argue that most interactions should be completely free from the IRE/F pattern. Nevertheless, this article suggests that teachers need to understand what students have in mind and should improve the ability to move back and forth between conversation and instruction (Hawkins, 2007) beyond the prevalent IRE/F pattern.
Abstract
Within a sociocultural framework, we have attempted to show whether the interaction between the classroom teacher and students facilitates the children’s learning within a shared understanding. It draws on non participatory observational data from a kindergarten classroom in Korea for twelve weeks. To investigate this, at first, assuming that a whole group discussion unfolds through the IRE/F exchanges, we analyzed whether the interaction under the IRE/F is instructional or conversational. The study reveals that the IRE/F pattern helps classroom interaction to be more instructional. Secondly, it investigated the interactions between the teacher and students according to three activities: free play, small group activity, and whole group discussion. According to them, interactions take on different aspects: instructional, conversational or none of them. One interesting point is that, the interaction during the small group activity seems neither instructional nor conversational. It seems this is because the task given during this activity is not toward unfolding a small group discussion but toward completing a task in a given time. Finally, we do not argue that most interactions should be completely free from the IRE/F pattern. Nevertheless, this article suggests that teachers need to understand what students have in mind and should improve the ability to move back and forth between conversation and instruction (Hawkins, 2007) beyond the prevalent IRE/F pattern.
참고문헌 (24)
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