Staff View: Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses

Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses

The purpose of this study is to conceptually explore and investigate the attributes of varying monologic discourses in the classroom, in order to develop a more nuanced understanding of monologicality. Data for this study comprised transcripts of lessons conducted by a teacher from a larger national...

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Main Authors:	Tee, Meng Yew, Samuel, Moses, Tan, Shin Yen, Sathasivam, Renuka V.
Format:	Article
Published:	Springer Nature 2023
Subjects:	L Education (General) LB Theory and practice of education LB2361 Curriculum
Online Access:	http://eprints.um.edu.my/39585/
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id	my.um.eprints.39585
record_format	eprints
spelling	my.um.eprints.395852024-11-05T01:14:55Z http://eprints.um.edu.my/39585/ Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses Tee, Meng Yew Samuel, Moses Tan, Shin Yen Sathasivam, Renuka V. L Education (General) LB Theory and practice of education LB2361 Curriculum The purpose of this study is to conceptually explore and investigate the attributes of varying monologic discourses in the classroom, in order to develop a more nuanced understanding of monologicality. Data for this study comprised transcripts of lessons conducted by a teacher from a larger national study on Year 7 classroom practices. Constant comparative analysis of these lessons revealed a continuum of monologicality involving different variants of monologic discourses that arose from the decoupling of voice and perspective. Along this continuum, there are varying configurations of voice and perspective: ranging from mono-voiced, mono-perspectival discourse to multi-voiced, mono-perspectival discourse. This can potentially provide a bridge to the dialogic side of the continuum, where multi-voiced, multi-perspectival discourse is represented. This conceptual framework provides a basis to examine teaching and classroom discourse along this continuum. Further interrogation using this framework can inform teaching practice, future classroom discourse research, as well as teacher education curriculum. Springer Nature 2023-04 Article PeerReviewed Tee, Meng Yew and Samuel, Moses and Tan, Shin Yen and Sathasivam, Renuka V. (2023) Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses. Asia-Pacific Education Researcher, 32 (2). pp. 285-293. DOI https://doi.org/10.1007/s40299-022-00651-8 <https://doi.org/10.1007/s40299-022-00651-8>. 10.1007/s40299-022-00651-8
institution	Universiti Malaya
building	UM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaya
content_source	UM Research Repository
url_provider	http://eprints.um.edu.my/
topic	L Education (General) LB Theory and practice of education LB2361 Curriculum
spellingShingle	L Education (General) LB Theory and practice of education LB2361 Curriculum Tee, Meng Yew Samuel, Moses Tan, Shin Yen Sathasivam, Renuka V. Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses
description	The purpose of this study is to conceptually explore and investigate the attributes of varying monologic discourses in the classroom, in order to develop a more nuanced understanding of monologicality. Data for this study comprised transcripts of lessons conducted by a teacher from a larger national study on Year 7 classroom practices. Constant comparative analysis of these lessons revealed a continuum of monologicality involving different variants of monologic discourses that arose from the decoupling of voice and perspective. Along this continuum, there are varying configurations of voice and perspective: ranging from mono-voiced, mono-perspectival discourse to multi-voiced, mono-perspectival discourse. This can potentially provide a bridge to the dialogic side of the continuum, where multi-voiced, multi-perspectival discourse is represented. This conceptual framework provides a basis to examine teaching and classroom discourse along this continuum. Further interrogation using this framework can inform teaching practice, future classroom discourse research, as well as teacher education curriculum.
format	Article
author	Tee, Meng Yew Samuel, Moses Tan, Shin Yen Sathasivam, Renuka V.
author_facet	Tee, Meng Yew Samuel, Moses Tan, Shin Yen Sathasivam, Renuka V.
author_sort	Tee, Meng Yew
title	Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses
title_short	Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses
title_full	Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses
title_fullStr	Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses
title_full_unstemmed	Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses
title_sort	re-thinking monologicality: multi-voiced, mono-perspectival classroom discourses
publisher	Springer Nature
publishDate	2023
url	http://eprints.um.edu.my/39585/
_version_	1814933270586982400
score	13.211869

Re-thinking monologicality: Multi-voiced, mono-perspectival classroom discourses

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