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Lärares initiativ till kommunikation med elever i klassrummet- Genusperspektiv på gymnasiet- Vem frågar vem?
Linnaeus University, Faculty of Social Sciences, Department of Education.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This report presents the initaitvies made by teachers in form of questions during four lessons in a highschool class. A class in senior highschool was filmed during six hours with four different teachers. The number of questions and other initiatives were counted. The dialogue was transcribed with CA regarding examples from questioning and dialogue. The study examined how many closed(open and rhetorical questions the teacher initiate. The initiatives from pupils in form of questions where also examined. The aim was to see whether or not there were any gender differences. The result show that the teacher dominate the classroom dialogue with more than 68% of the speech acts and that the closed questions still dominate the classroom. There were no gender differences in the total amount of classroomtime, but in the math session the boys dominated. Regarding initiatives from pupils there were no gender differences, but there were many comments and answers who were spoken out loud in the classroom without any order. The conclusion from this report is that the old patterns with the tacher domination in the classroom communication remains and that there are very few open questions which could benfit dialogue and democatic values.

Place, publisher, year, edition, pages
2014. , 34 p.
Keyword [en]
CA (conversation analysis), classroom interaction, gender differences
National Category
Educational Sciences
URN: urn:nbn:se:lnu:diva-31908OAI: diva2:692881
Subject / course
Educational program
Supplementary educational programme, 90 credits
Available from: 2014-02-03 Created: 2014-02-03 Last updated: 2014-02-03Bibliographically approved

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