Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions
Abstract
Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more "authentic" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type...
Paper Details
Title
Bewilderment as a Pragmatic Ingredient of Teacher-Student Dialogic Interactions
Published Date
Dec 31, 2019
Journal
Volume
24
Issue
4
Pages
45 - 45
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