{"title":"教师如何使谈话规则成为数字技术背景下的集体支架--支持微博并从中受益","authors":"Anja Amundrud, Ingvill Rasmussen, Paul Warwick","doi":"10.1080/13664530.2024.2365720","DOIUrl":null,"url":null,"abstract":"Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk ...","PeriodicalId":46208,"journal":{"name":"Teacher Development","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging\",\"authors\":\"Anja Amundrud, Ingvill Rasmussen, Paul Warwick\",\"doi\":\"10.1080/13664530.2024.2365720\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk ...\",\"PeriodicalId\":46208,\"journal\":{\"name\":\"Teacher Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2024-06-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teacher Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/13664530.2024.2365720\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teacher Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13664530.2024.2365720","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging
Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk ...
期刊介绍：
Teacher Development is a fully refereed international journal publishing articles on all aspects of teachers" professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a "whole-career" view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development.
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