Adopting an unknowing stance in teacher–child interactions through ‘I wonder…’ formulations
Author:
Affiliation:
1. School of Early Childhood and Inclusive Education, Faculty of Education, Queensland University of Technology, Brisbane, Australia
2. Institute for Social Science Research, University of Queensland, Brisbane, Australia
Funder
Australian Research Council
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/19463014.2018.1518251
Reference64 articles.
1. Responding to children’s answers: questions embedded in the social context of early childhood education
2. Claiming Insufficient Knowledge
3. Extended turn construction and test question sequences in the conversations of three speakers with agrammatic aphasia
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