This study examines the occurrence and quality of educational dialogue in the Grade 1 classrooms of teachers with low, moderate and high self-efficacy beliefs. Video recordings of 24 teachers were analysed based on episodes of educational dialogue and were categorised with respect to patterns of dialogic teaching. Teachers with low levels of self-efficacy conducted educational dialogue the least; they also used less teacher-initiated, high-quality dialogue compared with moderate and high self-efficacy teachers. Teachers with high self-efficacy utilised more child-initiated high-quality dialogue compared with the moderate self-efficacy teachers. The findings are important because they provide a new approach for the field of educational dialogue by considering self-efficacy as a teacher-related factor on the background of dialogue.

本研究调查了具有低，中和高自我效能感信念的教师在一年级教室中教育对话的发生和质量。根据教育对话的情节对24名教师的录像进行了分析，并按照对话教学模式进行了分类。自我效能感低下的教师进行的教育对话最少。与中度和高度自我效能感的教师相比，他们还减少了教师发起的高质量对话。与中度自我效能感教师相比，自我效能感较高的教师使用了更多由儿童发起的高质量对话。这些发现很重要，因为它们通过将自我效能感作为对话背景下与教师相关的因素，为教育对话领域提供了一种新方法。