caa a22 4500 445319976 CHVBK 20180317142701.0 cr unu---uuuuu 170323e20111201xx s 000 0 eng 10.1007/s10972-011-9253-0 doi (NATIONALLICENCE)springer-10.1007/s10972-011-9253-0 Introducing Dialogic Teaching to Science Student Teachers [Elektronische Daten] [Sami Lehesvuori, Jouni Viiri, Helena Rasku-Puttonen] It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching. The Association for Science Teacher Education, USA, 2011 Science teacher education nationallicence Teacher-talk nationallicence Dialogic teaching nationallicence Communicative approach nationallicence Lehesvuori Sami Department of Teacher Education, University of Jyväskylä, PL 35, 40014, Jyväskylä, Finland aut Viiri Jouni Department of Teacher Education, University of Jyväskylä, PL 35, 40014, Jyväskylä, Finland aut Rasku-Puttonen Helena Department of Teacher Education, University of Jyväskylä, PL 35, 40014, Jyväskylä, Finland aut Journal of Science Teacher Education Springer Netherlands 22/8(2011-12-01), 705-727 1046-560X 22:8<705 2011 22 10972 https://doi.org/10.1007/s10972-011-9253-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-011-9253-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Lehesvuori Sami Department of Teacher Education, University of Jyväskylä, PL 35, 40014, Jyväskylä, Finland aut NATIONALLICENCE 700 1- Viiri Jouni Department of Teacher Education, University of Jyväskylä, PL 35, 40014, Jyväskylä, Finland aut NATIONALLICENCE 700 1- Rasku-Puttonen Helena Department of Teacher Education, University of Jyväskylä, PL 35, 40014, Jyväskylä, Finland aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/8(2011-12-01), 705-727 1046-560X 22:8<705 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer