MAKING CONNECTIONS: TEACHERS' USE OF CHILDREN'S PRIOR KNOWLEDGE IN WHOLE CLASS DISCOURSE

This paper investigates teachers' use of prior knowledge in whole class teaching contexts and draws on data from an ESRC-funded study. The paper explores how teachers conceptualise prior knowledge, principally as that which has been taught in school. It demonstrates strong teacher awareness of...

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Bibliographic Details
Published inBritish journal of educational studies Vol. 52; no. 3; pp. 263 - 275
Main Authors Myhill, Debra, Brackley, Margaret
Format Journal Article
LanguageEnglish
Published Oxford, UK Taylor & Francis Group 01.09.2004
Blackwell Publishers
Blackwell Publishing Ltd
Blackwell Publishing
Subjects
Art teachers
Children
Classroom Communication
Cognitive space
Context Effect
Curricula
Discourse
Discourse Analysis
Education
Knowledge
Learning
Learning experiences
Learning Processes
Literacy
Numeracy
Prior Learning
Reading instruction
Teachers
Teaching
Teaching Methods
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Summary:This paper investigates teachers' use of prior knowledge in whole class teaching contexts and draws on data from an ESRC-funded study. The paper explores how teachers conceptualise prior knowledge, principally as that which has been taught in school. It demonstrates strong teacher awareness of how the teaching under consideration fits with learning previously undertaken by the class, but less awareness of how the learning might build on prior learning outside school. The paper considers how teachers make connections between new learning and prior learning, and how those connections can variously support or confound children's acquisition of new knowledge and understanding.
Bibliography:ObjectType-Article-2
SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 23
ISSN:0007-1005
1467-8527
DOI:10.1111/j.1467-8527.2004.00267.x