Teachers are actively encouraged to plan their lessons such that there is maximum classroom talk, namely accountability talk. However many lessons do not display sufficient accountability talk. This study attempted to better understand the level and quality of accountability talk in six science lessons. The study aimed to provide teachers with insight into the level and quality of accountability talk in their lessons.
Material and methods:
Video recording was used to record the lessons. Videotapes were transcribed for analysis. An accountability talk rubric was used to measure the extent to which the classroom talk was accountable to learning community, accurate knowledge, and rigorous thinking.
The results showed high levels of talk associated with accountability to accurate knowledge compared to accountability to rigorous thinking and accountability to learning community.
It is envisaged that reflection on the level and quality of accountability talk in the classroom may assist teachers in improving how they teach lessons in future.
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