The teacher's role in promoting collaborative dialogue in the classroom.

摘要: Background Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. Aims This paper reviews research explores role promoting small groups. The focus students learn from their peers during work, teachers prepare for collaborative group and discourse classroom norms dialogue. Method Studies selected review focused contexts which were expected to collaborate, reported data systematic observations linked observational practices outcomes. Results conclusions uncovered multiple dimensions teacher's fostering beneficial dialogue, including preparing forming groups, structuring group-work task, influencing interaction through teachers' with groups class. Common threads are importance explaining thinking, strategies may elaboration ideas.