Abstract
It is hard to say exactly when the systematic, in-depth study of classroom talk began, but as Edwards and Westgate note in their influential book on methods, “to find verbatim transcripts of classroom talk produced before about 1970 is difficult” (1994, p. 1). After gaining a strong stimulus around that time from the work of pioneers such as Bellack, Kliebard, Hyman and Smith (1966) and Barnes, Britton and Rosen (1969), it has been an active field of endeavour. Although not a unified field in terms of theory and methodology, it presents some interesting and valuable findings. In this commentary, I offer my own views on how this field is developing and might be developed.
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Mercer, N. (2012). Commentary. In: Kaur, B. (eds) Understanding Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-864-3_6
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DOI: https://doi.org/10.1007/978-94-6091-864-3_6
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