Abstract Appreciating student contributions and providing feedback to students are key features of productive classroom discourse. In addition, students' self-concept of ability is a crucial predictor for verbal contributions students make in teacher-student interactions. This case study explores how three teachers improved their classroom discourse practices by participating in a video-based teacher professional development program. In particular, it seems like the students with an initially low self-concept of ability benefited from the changes in the productive discourse as the teachers seemed to have gained a greater awareness of them. These case analyses are promising for further investigation of the complexity of changes in classroom environments.

中文翻译：

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为教师改变课堂话语打开“窗口”

摘要 欣赏学生的贡献并向学生提供反馈是富有成效的课堂话语的关键特征。此外，学生的自我能力概念是学生在师生互动中做出的言语贡献的重要预测因素。本案例研究探讨了三位教师如何通过参与基于视频的教师专业发展计划来改进他们的课堂话语实践。特别是，最初对能力自我概念较低的学生似乎受益于生产性话语的变化，因为教师似乎对他们有了更多的认识。这些案例分析有望进一步调查课堂环境变化的复杂性。