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Educa ional dialogue among eache s expe iencing di e en le els o sel -e icacy
© 2021 Else ie L d. All igh s ese ed.
Accep ed e sion (Final d a )
Muhonen, Heli; Paka inen, Eija; Rasku-Pu onen, Helena; Le kkanen, Ma ja-
K is iina
Muhonen, H., Paka inen, E., Rasku-Pu onen, H., & Le kkanen, M.-K. (2021). Educa ional
dialogue among eache s expe iencing di e en le els o sel -e icacy. Lea ning, Cul u e and
Social In e ac ion, 29, A icle 100493. h ps://doi.o g/10.1016/j.lcsi.2021.100493
2021
Educa ional dialogue among eache s expe iencing
di e en le els o sel -e icacy
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
1
1. In oduc ion
Educa ional dialogue e e s o ecip ocal, cumula i e and ex ended class oom alk, in
which he eache and child en oge he pa icipa e in sha ed knowledge building wi h he aim
o eaching educa ional lea ning goals (Alexande , 2008; Me ce & Li le on, 2007; Michaels
& O'Conno , 2015). Dialogic p ac ices ha e been shown o c ea e mo i a ionally suppo i e
lea ning en i onmen s o s uden s (Böheim e al., 2021) and suppo he ac ual s uden lea ning
p ocess (e.g., Alexande , 2018; Muhonen e al., 2018; Howe e al., 2019; Sedo a e al., 2019).
Despi e he bene i s o educa ional dialogue o s uden s’ lea ning, s udies ha e shown ha
educa ional dialogue a ely occu s in he class ooms and ha eache s a ely use sca olding
s a egies ha suppo educa ional discou se and s uden pa icipa ion in i (Howe & Abedin,
2013; Webb e al., 2009). The idealis ic app oach o dialogue does no seem o ind i s way o
class ooms i sel , which is why he e is a need o ind ou which eache - ela ed ac o s may be
connec ed wi h he occu ence and quali y o dialogue in he class ooms.
The eache - ela ed ac o o sel -e icacy in eaching and lea ning has in e es ed
esea che s o decades (Koomen & Zee, 2016). Teache s’ sel -e icacy has been associa ed
wi h di e se domains o eache pe o mance. P io esea ch has shown ha eache s’ sel -
e icacy belie s os e i al eache - ela ed ou comes, such as highe wo k sa is ac ion
(G anzie a & Pe e a, 2019; Klassen & Chiu, 2010) and commi men (Klassen & Chiu, 2011).
Teache s’ sel -e icacy also has an impac on he educa ional ac i i ies and eaching p ac ices
ha eache s choose o use and in es e o and pe sis ence in (Bandu a, 1997; Wool olk Hoy
e al., 2009). In ac , p e ious esea ch has shown ha high sel -e icacy eache s can c ea e a
mo e a ou able ins uc ional lea ning en i onmen by u ilising, o ins ance, mo e s uden -
cen ed ins uc ional app oaches (Nie e al., 2013) and p o iding g ea e lea ning suppo
(Holzbe ge e al., 2013). Teache s’ sel -e icacy has also been ound o be posi i ely
associa ed wi h he quali y o class oom in e ac ions in e ms o emo ional suppo , class oom
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
2
o ganisa ion, and ins uc ional suppo (Pe e a & John, 2020). Howe e , he e is a lack o
s udies in es iga ing how he le el o eache sel -e icacy may be linked wi h he educa ional
dialogue ha he eache and child en ha e in he class oom. The p esen s udy aims o
con ibu e o his ield by in es iga ing how he occu ence and quali y o educa ional dialogue
in class ooms e lec s he di e ing le els o eache sel -e icacy in a sample o p ima y school
eache s.
1.1. Educa ional dialogue
The idea o he impo ance o educa ional dialogue is based on Vygo sky’s sociocul u al
heo y (1978), which emphasises he meaning o social in e ac ions o s uden lea ning and
de elopmen , highligh ing he i al ole o language as bo h a cul u al media o and ool o
hinking. In e ec i e educa ional dialogue, s uden s ha e he oppo uni y o pa icipa e ac i ely
by sha ing hei hough s, elabo a ing on hei iews, and building on each o he ’s ideas
(Alexande , 2008; Michaels & O'Conno , 2015; Wilkinson e al., 2017). Se e al concep s and
de ini ions ha e been used o desc ibe educa ional dialogue in he class oom. The cons uing
o educa ional dialogue can a y depending on he ocus o a en ion, whe he i is on a whole-
class discussion be ween eache and s uden s o on pee dialogue. In addi ion, he educa ional
dialogue can be cons ued di e en ly i he ocus is on he ac ions and sca olding o he
eache , s uden in ol emen o he whole-class p ocess o dialogic exchanges. The
p edominan ocus o he p esen s udy is on whole-class dialogue and he eache ’s sca olding
wi hin i . The e o e, he p esen s udy elies on Alexande ’s (2008) concep o dialogic
eaching, in which he educa ional dialogue be ween he eache and s uden s is de ined as
exchanges whe e he pa icipan s ask ques ions, explain hei poin s o iew and make
commen s abou each o he ’s ideas, all o which can p omp u he ques ions and elabo a ions.
The concep o dialogic eaching includes i e p inciples (2018, p. 566) ha desc ibe and ame
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
3
educa ional dialogue, as ollows: ‘1) collec i e ( he class oom is a si e o join lea ning and
enqui y); 2) ecip ocal (pa icipan s lis en o each o he , sha e ideas and conside al e na i e
iewpoin s); 3) suppo i e (pa icipan s eel able o exp ess ideas eely, wi hou he isk o
emba assmen o e ‘w ong’ answe s); 4) cumula i e (pa icipan s build on hei own and each
o he ’s con ibu ions and chain hem in o cohe en lines o hinking and unde s anding); and 5)
pu pose ul (class oom alk, hough open and dialogic, is s uc u ed wi h speci ic lea ning goals
in iew)’. In addi ion o he i e p inciples om Alexande , Le s ein (2006) has sugges ed wo
mo e c i e ia as impo an dialogic ea u es: dialogue should be c i ical ( eache and s uden s
iden i y and in es iga e poin s and explo e ques ions oge he ) and meaning ul ( eache s and
s uden s ela e o he discussion opic and exp ess hei pe sonal iews).
Fo educa ional dialogue o occu , he eache mus play a i al ole in enabling
oppo uni ies o s uden pa icipa ion and concep ual de elopmen h ough sca olding, which
includes s a egies such as inqui y, open ques ions, eedback, nego ia ing consensus and
assis ing s uden s in explaining hei own hinking (Gillies, 2004; Gillies, 2015; Rojas-
D ummond e al., 2013). In well-sca olded educa ional dialogue, sha ed knowledge building
is s uc u ed h ough ques ioning, join ac i i y and sha ed concep ions (Alexande , 2000;
Rojas-D ummond e al., 2013). Al hough i is he eache s who ypically ini ia e and manage
he educa ional dialogues (Wells, 2009), hey should also be sensi i e o s uden s’ ini ia i es
by, o example, allowing space o new u ns in he discussion based on s uden s’ commen s,
asking au hen ic ques ions ela ed o he s uden s’ li es and including s uden s’ esponses in o
he ques ions ha ollow (Nys and, 1997). Acknowledging hese child-cen ed sca olding
s a egies is o high impo ance because s uden s a ely pa icipa e and make ini ia i es in
educa ional dialogue wi hou he eache ’s speci ic encou agemen (Chinn e al., 2000; Myhill,
2006). Ex ending he wo k o Rasku-Pu onen e al. (2012), Muhonen e al. (2016) explo ed
he di e en ypes o educa ional dialogues ega ding he ini ia o (ei he he eache o s uden )

Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
4
and he quali y (ei he mode a e o high) o he dialogue and we e able o iden i y ou pa e ns
o dialogic eaching: eache -ini ia ed dialogues o a mode a e and high quali y and s uden -
ini ia ed dialogues o a mode a e and high quali y. In he pa e ns, he quali y o he dialogue
was ound o di e based on he eache ’s sca olding and he s uden s’ pa icipa ion. These
ou pa e ns will also be u ilised in he p esen s udy.
As shown, he esea ch on educa ional class oom alk has ocused on he quali y,
acili a ing s uc u es and ou comes o p oduc i e educa ional dialogues be ween he eache
and s uden s (Li le on & Howe, 2010). Howe e , less is known abou he eache - ela ed
ac o s ha may link wi h he eache ’s abili y o conduc educa ional dialogue in he class oom.
A ecen s udy by Muhonen e al. (2020) in es iga ed he eache s’ le els o s ess on he
backg ound o educa ional dialogue, inding ha mode a ely s essed eache s conduc ed
educa ional dialogue he mos , whe eas eache s wi h low s ess conduc ed dialogue he leas .
In he p esen s udy, he eache - ela ed ac o o sel -e icacy is conside ed when analysing
he occu ence and quali y o educa ional dialogue.
1.2. Teache sel -e icacy
The cons uc o eache sel -e icacy is la gely g ounded in he social cogni i e heo y
o Bandu a (1986), who sugges ed ha people who belie e ha hey will be success ul in he
gi en ask a e mo e likely o achie e he desi ed esul s; hese people in es subs an ial e o ,
s ay pe sis en in he ace o se backs and de elop coping mechanisms o managing he
se backs. E icacy belie s a e no only he gene al judgemen s o a pe son’s skills and abili ies
bu belie s o wha he pe son can do wi h wha e e skills and abili ies he pe son possesses
(Bong & Skaal ik, 2003). In he ield o educa ion, eache sel -e icacy is de ined as indi idual
eache belie s abou hei own abili ies o plan, o ganise, and ca y ou he ac i i ies equi ed
o a ain gi en educa ional goals (Skaal ik & Skaal ik, 2007; Tschannen-Mo an e al., 1998).
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
5
This de ini ion o eache sel -e icacy includes bo h eache s’ sel -pe cep ions o pe sonal
eaching capabili y and he judgemen s abou he equi emen s o speci ic eaching asks
(including he assessmen o ex e nal cons ain s and esou ces) (Pe e a e al., 2019).
P io esea ch has shown ha eache s’ posi i e sel -e icacy belie s a e linked o hei
high men al wellbeing, wo k engagemen and job sa is ac ion (see Zee & Koomen, 2016 o a
e iew). In addi ion, hei sense o e icacy ends o inc ease wi h he yea s o expe ience in
eaching (Soodak & Podell, 1997). On he o he hand, eaching expe ience may also ha e an
e ec on how eache s pe cei e hei own abili ies and limi a ions and how hey become mo e
awa e o hem (Egyed & Sho , 2006). Teache s wi h a highe sense o e icacy a e mo e likely
o s ay in eaching ca ee s (Glickman & Tamashi o, 1982), and he ex ended eaching
expe ience can inc ease eache s’ epe oi e o e ec i e eaching echniques (Egyed & Sho ,
2006).
Based on he social cogni i e p ocess heo y o eache sel -e icacy (Tschannen-Mo an
& Wool olk Hoy, 2001; Wool olk Hoy e al., 2009; Zee & Koomen, 2016), eache s wi h high
sel -e icacy a e expec ed o include a highe quali y o eache –s uden in e ac ions in hei
class ooms (Pe e a & John, 2020). Teache s who expe ience a s ong sense o sel -e icacy a e
ound o be mo e ocused on planning and accomplishing eaching- ela ed goals (Skaal ik &
Skaal ik, 2007; Tschannen-Mo an & Wool olk Hoy, 2001), which can be e lec ed in hei
class oom beha iou and in e ac ions. Fo example, e icacious eache s end o u ilise mo e
s uden -cen ed eaching s a egies o suppo s uden s’ engagemen and lea ning (Küns ing e
al., 2016; Nie e al., 2013) and a e mo e e ec i e in p o iding eedback on s uden pe o mance
and aking he ime o co ec possible misunde s andings (Ash on & Webb, 1986; Gibson &
Dembo, 1984). In addi ion, eache s wi h high sel -e icacy ha e been shown o conduc high-
quali y class oom o ganisa ion (Küns ing e al., 2016, Tsouloupas e al., 2010). Based on hese
indings, i can be expec ed ha highe eache sel -e icacy is mo e likely o lead o highe
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
6
quali y in he eache –s uden in e ac ion (Wool olk Hoy e al., 2009). Suppo ing his
assump ion, a ecen s udy by Pe e a and John (2020) showed ha eache s’ sel -e icacy
belie s o eaching ma h we e posi i ely associa ed wi h class oom in e ac ion quali y as
measu ed by he domains o emo ional suppo , class oom o ganisa ion and ins uc ional
suppo .
Al hough p e ious esea ch has been able o show he impo ance o eache sel -e icacy
o eache –s uden in e ac ions a a mo e gene al class oom in e ac ion le el, he e a e no
empi ical s udies ha ha e in es iga ed he ole o eache sel -e icacy in he ac ual
educa ional dialogue be ween eache and s uden s. Because educa ional dialogue can be
conside ed a o m o high-quali y in e ac ion be ween eache s and s uden s, we may expec
highe eache sel -e icacy o link wi h he educa ional dialogue in he class ooms.
1.3. The p esen s udy
The e is e y li le p io esea ch a ailable on he link be ween eache - ela ed ac o s
and educa ional dialogue ha can help in unde s anding he condi ions ha may a ou o
es ic educa ional dialogue and s uden s’ lea ning h ough i . In he p esen s udy, he eache -
ela ed ac o o sel -e icacy is conside ed, he e explo ing he occu ence and quali y o
educa ional dialogue among class ooms o eache s expe iencing di e en le els o s ess.
Because o he quali a i e na u e o he p esen s udy and lack o p e ious s udies on he
ela ion be ween eache sel -e icacy and educa ional dialogue, we a e no able o se a clea
hypo hesis o he s udy. Howe e , based on he indings in p e ious esea ch on eache sel -
e icacy belie s and class oom in e ac ion, we can expec o ind mo e and highe -quali y
educa ional dialogue in he class ooms o eache s wi h high sel -e icacy. The p esen s udy
in es iga es he ollowing esea ch ques ions:
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
7
1. How many episodes o educa ional dialogue can be ound wi hin he class ooms
o eache s wi h low, mode a e and high sel -e icacy?
2. Wha kinds o pa e ns o dialogic eaching can be iden i ied among eache s wi h
di e en sel -e icacy le els, and how does he occu ence o hese pa e ns a y
among eache s?
2. Me hod
2.1. Pa icipan s and p ocedu e
The p esen s udy is pa o a la ge longi udinal esea ch p ojec ocusing on he
in e ac ion and wellbeing o eache s and s uden s (Le kkanen & Paka inen, 2016–2022). The
pa icipan s o he p esen s udy we e Finnish G ade 1 eache s and he s uden s in hei
class ooms. On a e age, he eache s (50 emale, 4 male) we e 44.6 yea s old and holde s o a
mas e ’s deg ee, which is equi ed o p ima y school eache s in Finland. Du ing he da a
collec ion, he e we e, on a e age, 17.8 s uden s p esen in he class ooms (minimum 6,
maximum 23). This numbe o s uden s e lec s he ypical a e age class sizes in Finnish G ade
1 class ooms. The child en (n = 780) we e app oxima ely se en yea s old, 49% o hem being
gi ls and 51% being boys. The child en’s pa en s (n = 577) epo ed hei educa ional deg ee,
which a ied om no oca ional educa ion o a licen ia e o doc o a e (Mode = oca ional
school deg ee). The pa icipa ing eache s and hei pa en s ga e hei w i en consen o hei
o hei child’s pa icipa ion. The pa icipan s we e ec ui ed on a olun a y basis, and hey
we e awa e o he possibili y o d opping ou a any poin . The esea ch p ojec ecei ed e hical
app o al om he uni e si y’s e hics commi ee in 2017 be o e he p esen da a we e collec ed.
The eache s illed ou a ques ionnai e ega ding hei wo k- ela ed sel -e icacy belie s
and eaching expe ience. E e y class oom was also ideo eco ded du ing one school day, wi h
h ee o ou lessons ha ypically las ed 45 minu es. The eco dings we e conduc ed wi h wo
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
14
3.2. Quali y o educa ional dialogue: Pa e ns o dialogic eaching
Based on he second esea ch ques ion, Table 1 ep esen s he equencies o how he 105
iden i ied episodes o educa ional dialogue we e ca ego ised as ep esen ing he pa e ns o
dialogic eaching among he low, mode a e and high sel -e icacy eache s. Teache -ini ia ed
dialogue o a high quali y was he p edominan dialogue ype (n = 59) in he sample. Howe e ,
he K uskal–Wallis H es showed ha he e was a s a is ically signi ican di e ence in he
numbe o dialogic episodes ep esen ing he pa e n among he h ee g oups o eache s, χ2(2)
= 8.00, p = 0.018, wi h a mean ank sco e o 7.00 o eache s wi h low sel -e icacy, 16.44 o
eache s wi h mode a e sel -e icacy and 14.06 o eache s wi h high sel -e icacy. The e was
also a ma ginally signi ican di e ence in he numbe o dialogic episodes ep esen ing he
s uden -ini ia ed dialogue o a high quali y pa e n among he h ee g oups o eache s, χ2(2) =
5.36, p = 0.069, wi h a mean ank sco e o 11.63 o eache s wi h low sel -e icacy, 9.44 o
eache s wi h mode a e sel -e icacy and 16.44 o eache s wi h high sel -e icacy. Wi hin he
pa e ns o eache -ini ia ed dialogue o mode a e quali y (n = 25) and child-ini ia ed dialogue
o mode a e quali y (n = 6) no signi ican di e ences among he h ee g oups o eache s we e
ound. The nex h ee sec ions desc ibe in mo e de ail he educa ional dialogues ound wi hin
he class ooms o each eache g oup.
3.2.1. Educa ional dialogue o low sel -e icacy eache s
Low sel -e icacy eache s we e ound o u ilise educa ional dialogue he leas in he
sample. Compa ed wi h bo h mode a e sel -e icacy eache s (z = -7.437, p =.034), and high
sel -e icacy eache s (z = -7.562, p =.031), he pos -hoc es using Dunn’s es showed ha he
In o al
25
59
6
15
105
K uskal–Wallis es x2
(p- alue)
.220
(.896)
8.000
(.018)
1.278
(.528)
5.36
(.069)
6.116
(.047)

Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
15
equency di e ences in he o al numbe o dialogic episodes we e s a is ically signi ican .
Ou o he 18 episodes o educa ional dialogue iden i ied among he low sel -e icacy eache s,
eache -ini ia ed dialogue o mode a e quali y was he mos common pa e n (n = 8) (see Table
1). The pa e ns o eache -ini ia ed dialogue o high quali y n = 5), child-ini ia ed dialogue o
mode a e quali y (n = 2) and child-ini ia ed dialogue o high quali y (n = 3) occu ed less o en
in he class ooms o low sel -e icacy eache s.
Example 1 p esen s an ex ac o a eache -ini ia ed mode a e-quali y dialogue, which
was he mos common pa e n o dialogic eaching ound in he class ooms o he low sel -
e icacy eache s. The dialogue was iden i ied du ing a li e acy lesson. The ela i ely b ie
dialogue is buil a ound a ques ion o which he eache is looking o a ce ain speci ic
explana ion (Do you know wha eading wi h exp essions means?). The child en pa icipa e in
he discussion by sugges ing answe s o he eache ’s ques ions (A bed ime s o y! ; So ha you
y o speak and ead wi h a co ec oice.). The eache is suppo i e o he s uden s’ answe s
and p o ides con i ming and expanding eedback (Well yes, i can be a bed ime s o y also. ;
Tha ’s igh . Fo example, he e in his pa , when Annie says ‘The escue is he e’ she p obably
does no only say i no mally bu e y is e y exci edly ‘The escue is he e!!!). Howe e , in
gene al, he eache ’s sca olding is ela i ely limi ed. Fo ins ance, he discussion does no
include any cla i ying o ex ending ques ions om he eache , which could ha e b oadened
he dialogue and encou age u he elabo a ion.
Example 1. Teache -ini ia ed mode a e-quali y dialogue o a low sel -e icacy eache .
Con ex : The eache and child en ha e been eading a homewo k chap e .
Teache :
Do you know wha eading wi h exp essions means? Could someone ell
wha i means?
Child 1:
A bed ime s o y!
Teache :
Well yes i can be a bed ime s o y also. Bu does i mean when you ead i
wi h exp essions?
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
16
Child 2:
So ha you y o speak and ead wi h a co ec oice.
Teache :
Tha ’s igh . Fo example, he e in his pa , when Annie says, ‘The escue is
he e’ she p obably does no only say i no mally bu e y exci edly, ‘The
escue is he e!!!’
Child en
(exci edly):
‘The escue is he e!!!’
Teache :
Yes jus like ha . I know you can ead i like ha .
Child 3:
Yes I always y o ead like ha . Wi h ha di e en oice.
Teache :
Good. Would you like o y one mo e ime?
The eache and child en con inue eading wi h exp ession
3.2.2. Educa ional dialogue o mode a e sel -e icacy eache s
Mode a e sel -e icacy eache s we e ound o u ilise educa ional dialogue he mos (44
dialogic episodes, see Table 1). The majo i y o he dialogic episodes ep esen ed eache -
ini ia ed dialogue o high quali y (30 episodes ou o he o al o 44). The pos -hoc es using
Dunn’s es showed ha he mode a e sel -e icacy eache s u ilised signi ican ly mo e eache -
ini ia ed dialogue o high quali y compa ed wi h he low sel -e icacy eache s (z = -9.437, p
=.007). The o he ypes o pa e ns occu ed less o en in he class ooms o mode a e sel -
e icacy eache s. In pa icula , he child-ini ia ed dialogues we e a e in he mode a e sel -
e icacy eache sample: child-ini ia ed dialogue o mode a e quali y (n = 3) and child-ini ia ed
dialogue o a high quali y (n = 2). In addi ion, nine episodes o eache -ini ia ed dialogue o
mode a e quali y we e ound.
Example 2 p esen s an ex ac o a eache -ini ia ed high-quali y dialogue, which is he
p edominan pa e n o dialogic eaching ound in he class ooms o he mode a e sel -e icacy
eache s. The dialogue was iden i ied du ing a ma hema ics lesson. In he dialogue, bo h he
eache and child en con ibu e ac i ely o he discussion and sha ed knowledge-building
p ocess. The eache ini ia es he discussion by i s asking a sho closed ques ion (So i ze o
means none hen is he numbe hen comple ely useless?); a e , he s uden s’ esponse expands
his by asking open ques ions (So why do we need ze o hen? ; Think abou i , why do you need
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
17
ze o and in which si ua ion ha e you used ze o? ). In his way, he eache encou aged s uden s
o explain hei opinions and hinking. The s uden s pa icipa e ac i ely in he dialogue by
sha ing hei ac ual knowledge wi h he eache ’s ques ions (In phone numbe s. ; In codes. ;
So in his yea 2017 so he e is ze o in i .), bu hey also sha e hei opinions and iews, e en
wi hou he eache ’s speci ic encou agemen (Yes, we do! Fo so many hings! ; I makes a big
di e ence! ; Ac ually, we need ze o o e e y hing.). The eache p o ides encou aging
eedback o he s uden s’ answe s (e.g., G ea obse a ion! The e in 2017 he e is a ze o; Yes,
we need i . Ze o is ac ually a e y use ul numbe .) and expand on some o he commen s (Tha ’s
igh ! We can explo e ha a bi mo e. … And i I add his (adds ze o a e one), how many is
i hen?).
Example 2. Teache -ini ia ed high-quali y dialogue o mode a e sel -e icacy eache .
Con ex : The heme o he lesson is he numbe ze o.
Teache :
So i ze o means none hen is he numbe hen comple ely useless?
Child en:
No!
Teache :
So why do we need ze o hen?
Child 1:
We don’ need i o any hing.
Teache :
Don’ we?
Child 2:
Yes we do! Fo so many hings!
Teache :
Think abou i , why do you need ze o and in which si ua ion ha e you used
ze o?
Child 3:
In phone numbe s.
Teache :
T ue. In phone numbe s, he e a e o en ze os.
Child 4:
In codes.
Teache :
Yes he e a e ze os in di e en codes.
Child 5:
So in his yea 2017 so he e is ze o in i .
Teache :
G ea obse a ion! The e in 2017 he e is a ze o.
Child 6:
In hund eds and ens, he e a e ze os.
Teache
Tha ’s igh ! We can explo e ha a bi mo e. Please look a he e (goes o he
black boa d). Could you show me wi h you inge how many is his (d aws
numbe 1). And i I add his (adds ze o a e one), how many is i hen?
Child en:
Ten!!!
Child 7:
I makes a big di e ence!
Child 2:
Ac ually we need ze o o e e y hing.
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
18
Teache :
Yes, we need i . Ze o is ac ually a e y use ul numbe .
Teache child en con inue explo ing he numbe ze o.
3.2.3. Educa ional dialogue o high sel -e icacy eache s
In he class ooms o high sel -e icacy eache s, 43 episodes o educa ional dialogue we e
iden i ied, and high-quali y eache -ini ia ed dialogues (n=24) p e ailed. The pos -hoc es
using Dunn’s es showed ha he high sel -e icacy eache s u ilised signi ican ly mo e
eache -ini ia ed dialogue o a high quali y compa ed wi h he low sel -e icacy eache s (z =
-7.062, p =.043). A e eache -ini ia ed dialogues o a high quali y, he nex mos equen ly
used dialogue ype was he child-ini ia ed dialogues o a high quali y (n = 10). The pos -hoc
es using Dunn’s es showed ha he high sel -e icacy eache s used child-ini ia ed dialogue
o a high quali y signi ican ly mo e compa ed wi h he mode a e sel -e icacy eache s (z =
7.000, p = .024). The mode a e-quali y dialogues occu ed less equen ly in he lessons o high
sel -e icacy eache s: eigh episodes o eache -ini ia ed dialogue o a mode a e quali y and
one episode o child-ini ia ed dialogue o a mode a e quali y we e ound.
Example 3 p esen s an ex ac o a child-ini ia ed high-quali y dialogue, he pa e n ype
ha was ound he second mos equen ly in he class ooms o high sel -e icacy eache s. The
dialogue was conduc ed du ing an a lesson. S a ing om he e y beginning, he child en
ac i ely pa icipa e in discussion and sha e hei hough s and expe iences (e.g., I ha e made
animals ou o clay in p eschool; I ha e seen some hing in No way in a glass shop. Fi s , he e
was only his lump, hen hey pu on a s ick and bu i on i e and hen hey could modi y and
blow i .) The eache is open o he child en’s hough s and shows in e es in hem by p o iding
eedback o asking u he ques ions (e.g., How did you know ha his is clay?; Yes, ha ’s
glassblowing. Glass ac s a bi simila ly as clay in he kiln.). The child en also pa icipa e by
asking hei own ques ions (How did hey make ha clay ha colou ?) and eplying o eache ’s
ques ion (So ha i will ge ha d, almos like a s one.). Howe e , du ing he dialogue, he
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
19
eache asks only a ew ques ions and p edominan ly sha es in o ma ion o which he child en
eac wi hou speci ic encou agemen (e.g., I ha e no iced ha qui e o en he clays ha we use
in ou school come om England. Some clays a e also Finnish. ; Because i we lea e he ai
bubbles he e he clay wo k will easily explode when we hea i .). The dialogic exchange is
ecip ocal and cumula i e be ween he eache and child en.
Example 3. Child-ini ia ed high-quali y dialogue o high sel -e icacy eache .
Con ex : Teache b ings a pile o clay o he able o child en o explo e and make clay a .
Child 1:
Teache eache ! I ha e done clay a be o e. I ha e made animals ou o clay in
p eschool.
Child 2:
Yes, bu hey we e g ey!
Teache :
How did you know ha his is clay?
Child 3:
You old us!
Teache :
Did I? I hink ha he umou s wen a ound al eady in he mo ning.
Child en:
Yeah!!!!!
Teache :
I ha e no iced ha qui e o en he clays ha we use in ou school come om
England. I am no su e om which coun y his clay is om. Some clays a e also
Finnish.
Child 4:
Yes! I could guess!
Teache :
And his clay has been al eady wo ked wi h machine. The machine has al eady
aken ai bubbles ou o he clay.
Child 5:
And wo ms!
Teache :
Yes indeed his clay has been cleaned. The e is no hing ex a was e in i . Bu i
you ook he clay s aigh om he g ound, you should wo k on i o a while o
ge he ai bubbles ou . Because i we lea e he ai bubbles he e he clay wo k
will easily explode when we hea i . Why do I wan o hea you clay wo ks a
he end? Pu hem o a eally ho kiln.
Child 6:
I ha e seen some hing in No way in a glass shop. Fi s , he e was only his lump,
hen hey pu on a s ick and bu i on i e and hen hey could modi y and blow
i .
Teache :
Yes ha ’s glassblowing. Glass ac s a bi simila ly as clay in he kiln.
Child 7:
So ha i will ge ha d, almos like a s one.
Teache :
Yes, you a e igh . The kiln will solidi y and ha den he clay.
Child 1:
How did hey make ha clay ha colou ?
Teache :
This is ed clay. So his is he o iginal colou o his clay when i ’s on he g ound.
The eache and child en con inue explo ing clay.

Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
20
4. Discussion
In he p esen s udy, we examined educa ional dialogue in he G ade 1 class ooms o
eache s wi h low, mode a e and high sel -e icacy belie s. Episodes o educa ional dialogue
we e ca ego ised among he ou pa e ns o dialogic eaching. In e ms o he occu ence o
he dialogues, he esul s showed ha eache s wi h low sel -e icacy used educa ional dialogue
he leas equen ly in hei class ooms. In e ms o he quali y o he dialogues, eache s wi h
low sel -e icacy u ilised less eache -ini ia ed dialogue o a high quali y compa ed wi h
mode a e and high sel -e icacy eache s. I was also ound ha al hough he mode a e and high
sel -e icacy eache s conduc ed almos he same amoun o dialogic episodes in o al, he
quali y o he dialogues in hei lessons a ied: high sel -e icacy eache s u ilised mo e child-
ini ia ed dialogues o a high quali y compa ed wi h he mode a e sel -e icacy eache s.
Fi s , we examined he occu ence o episodes o educa ional dialogue wi hin he
class oom in e ac ions o low, mode a e and high sel -e icacy eache s. P e ious esea ch has
shown ha eache s’ high sel -e icacy belie s os e hei wo k commi men (Klassen & Chiu,
2011) and can be linked wi h he educa ional p ac ices ha hey choose o use and in es e o
and pe sis ence in (Bandu a, 1997; Wool olk Hoy e al., 2009). The indings o he p esen
s udy showed ha low sel -e icacy eache s used educa ional dialogue he leas o en in hei
class ooms, whe eas he mode a e and high sel -e icacy eache s used dialogue signi ican ly
mo e. I is acknowledged he e ha conduc ing educa ional dialogue and sca olding s uden s’
lea ning h ough i can be challenging o eache s and equi es a high amoun o e o
(Muhonen e al., 2018; So ensen & Takle, 2002). I is possible ha high and mode a e sel -
e icacy eache s may eel mo e compe en and con iden in hei eaching and using
educa ional dialogue, whe eas low sel -e icacy eache s may expe ience a lack o con idence
o knowledge in ca ying ou and in es ing ime in dialogue.
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
21
I is also wo h conside ing ha eache s’ eaching expe iences may be linked wi h he
eache s’ sel -e icacy and occu ence o educa ional dialogue. P io esea ch has shown ha
eache s’ sense o e icacy ends o inc ease wi h yea s o eaching expe ience (Soodak &
Podell, 1997). In he eache selec ion phase o he p esen s udy, i was in e es ing o no e ha
eache s’ wo k expe ience a ied among he low, mode a e and high sel -e icacy eache s
al hough he a e age sco e o eaching expe ience in he o al sample was ela i ely high (16.1
yea s). On a e age, he low sel -e icacy eache s we e ound o ha e he mos eaching
expe ience (21.5 yea s), whe eas he mode a e sel -e icacy eache s had he leas eaching
expe ience (13.7 yea s). Also he high sel -e icacy eache s had a high a e age eaching
expe ience (19.5 yea s). Though he p edominan esea ch sugges s ha eache sel -e icacy
inc eases wi h expe ience (Soodak & Podell, 1997), i has also been sugges ed ha he eaching
expe ience may also ha e an e ec on how eache s pe cei e hei own abili ies and limi a ions
and how hey hen can become mo e awa e o hese limi a ions (Egyed & Sho , 2006). The
eache g oup o high sel -e icacy belie s and high eaching expe ience can be seen as
ep esen ing he ‘ideal’ scena io in which he eache s’ sel -e icacy g ow h wi h yea s is
e lec ed in hei high-quali y eaching p ac ices, in his case, in he use o educa ional dialogue.
On he o he hand, he eache g oup o low sel -e icacy belie s and high eaching expe ience
can be seen as ep esen ing a somewha ‘cynical’ scena io in which he eache s’ dec eased
sel -e icacy o e he yea s and whe e low pe cep ions abou hei abili ies and limi a ions a e
e lec ed in hei sca ce use o educa ional dialogue in he class oom. The less expe ienced
eache s o he sample wi h mode a e sel -e icacy conduc ed educa ional dialogue he mos in
hei class ooms. Recen ly, he impo ance o class oom in e ac ions and educa ional dialogue
has been acknowledged in Finnish eache educa ion, and he e has been an endea ou o
inc ease eache s uden s’ skills o conduc and sca old educa ional dialogue (Muhonen e al.,
2016, 2018). Because hese eache s ecei ed hei eache educa ion mo e ecen ly, hei
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
22
highe use o educa ional dialogue may also e lec he quali y o he cu en eache educa ion
in Finland.
The second esea ch ques ion ocused on he quali y o educa ional dialogue by
examining he pa e ns o dialogic eaching among low, mode a e and high sel -e icacy
eache s. P e ious s udies (Muhonen e al., 2016, 2018, 2020) ha e shown ha eache -ini ia ed
high-quali y dialogue is he p e alen dialogue pa e n in p ima y school and p eschool
class ooms. The indings o he cu en s udy a e in line wi h p e ious s udies because eache -
ini ia ed, high-quali y dialogues occu ed he mos equen ly in he cu en sample. Howe e ,
he indings showed signi ican a ia ion in he pa e ns o dialogic eaching be ween he h ee
eache g oups. Mode a e and high sel -e icacy eache s u ilised eache -ini ia ed, high-quali y
dialogue signi ican ly mo e compa ed wi h he low sel -e icacy eache s. Especially in he
class ooms o mode a e sel -e icacy eache s, he clea majo i y o he iden i ied dialogic
episodes ep esen ed eache -ini ia ed, high-quali y dialogue (33 episodes ou o 44 episodes).
This indica es ha he mode a e and high sel -e icacy eache s may pu mo e e o in o
sca olding dialogue and s uden s’ lea ning h ough i . The indings suppo p e ious esea ch,
which sugges s ha eache s wi h highe sel -e icacy a e mo e likely o p o ide highe -quali y
suppo o s uden s in hei class ooms, which can lead o a highe quali y in he eache –
s uden class oom in e ac ions (Pe e a & John, 2020; Wool olk Hoy e al., 2009). Indeed, he
mos equen ly ound eache -ini ia ed, high-quali y dialogues a e cha ac e ised by high-
quali y eache suppo and sca olding. As Alexande (2000) sugges ed, in well-sca olded
educa ional dialogue, he sha ed knowledge building is s uc u ed h ough ques ioning, join
ac i i y and sha ed concep ions, which we e ound in he class ooms o mode a e and high sel -
e icacy eache s. This ype o ac i e and e sa ile sca olding enables oppo uni ies o s uden
pa icipa ion and concep ual de elopmen (Gillies, 2004: Gillies, 2015), bu on he o he hand,
i is s ill p edominan ly led by he eache .
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
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I is also impo an o acknowledge ha child-ini ia ed dialogues we e a e in he cu en
sample o G ade 1 eache s and hei class ooms. Simila indings ha e been ound in esea ch
on p ima y school and p eschool class ooms (Muhonen e al., 2016, 2018, 2020). Howe e ,
he indings o he cu en s udy added new knowledge by showing ha he high sel -e icacy
eache s allowed and sca olded child-ini ia ed dialogues he mos ou o he h ee eache
g oups. Al hough, in o al, he mode a e and high sel -e icacy eache s we e ound o ha e
app oxima ely he same amoun o dialogic episodes, high sel -e icacy eache s conduc ed
signi ican ly mo e child-ini ia ed, high-quali y dialogues compa ed wi h he mode a e sel -
e icacy eache s. P io esea ch has shown ha eache s expe iencing high sel -e icacy
ypically c ea e a mo e a ou able ins uc ional lea ning en i onmen o hei s uden s by
u ilising mo e s uden -cen ed educa ional app oaches (Nie e al., 2013) and p o iding highe
lea ning suppo (Holzbe ge e al., 2013). The esul s o he p esen s udy showed ha eache s
expe iencing high sel -e icacy may eel mo e con iden abou hei educa ional abili ies and
a e willing o in es mo e ime, space and e o o acili a e bene icial lea ning expe iences o
s uden s h ough child-ini ia ed dialogues. Conduc ing child-ini ia ed dialogues can be
demanding o eache s because hey canno necessa ily p edic whe e he dialogue may lead,
and hey migh no ha e a p io plan o he discussion (Muhonen e al., 2016). In his ype o
si ua ion, high sel -e icacy and us in one’s own p o essional knowledge may suppo he
eache in allowing an open space o child-ini ia ed alk, being sensi i e and lexible du ing
he discussion and s ill o ming and guiding a clea lea ning goal o he discussion.
4.1. Implica ions, u u e di ec ions, and limi a ions
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esea ch has acknowledged he impo ance o educa ional dialogue in e ms o s uden s’
lea ning (e.g., Alexande , 2018; Muhonen e al., 2018; Sedo a e al., 2019), mo e e o should
Running Head: EDUCATIONAL DIALOGUE AND TEACHER SELF-EFFICACY
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