A network approach to teachers’ interactional management in whole-class discussions

Dialogic education advocates varied forms of interactional management by teachers. In the context whole-class discussions, teachers are encouraged to both prompt student involvement through direct mediation, and “step back” give students a greater sense agency responsibility for turn-taking when appropiate. However, it is methodologically challenging capture relation between teacher–student student–student interactions dialogue in contexts. One perspective that especially designed exploring complex relations social networks but not as commonly used dialogic network analysis (SNA). Drawing on 35 discussion episodes derived from lower secondary classrooms Norway, this study uses SNA explore patterns. Methodologically, provides novel examples how can be alone conjunction with indicators productivity describe discussions. Empirically, key finding an increase responding directly each other student-to-student fashion associated reduction distribution productive dialogue. Theoretically, directs attention complexities tensions inherent models concepts education.