ABSTRACT We developed a teacher professionalisation intervention, called “Language as a Tool for Learning Science”, that focuses on language use during early elementary science lessons, based on video feedback coaching. The aim of this study was to investigate possible changes in teacher student behaviour during this intervention, by analysing teacher-student language during science lessons. Seventeen teachers participated with small teaching groups of 4–6-year-old students. All task-related communication was coded for teacher questions, teacher language, student language, and reasoning skills. The results show that teachers in the intervention group increasingly used open-ended questions, and students used more utterances related to reasoning. The language of teachers in the intervention group also increased in complexity and sophistication. The students’ language also increased in complexity, but also in the control group. These findings offer insights into effective forms of professional development for teachers in early elementary education.

中文翻译：

---

通过对教师进行视频反馈干预，提高早期基础科学课中的语言使用率

摘要我们开发了一种教师专业化干预措施，称为“语言作为学习科学的工具”，该方法基于视频反馈指导，致力于早期基础科学课的语言使用。这项研究的目的是通过分析科学课上的师生语言来调查在这种干预下师生行为的可能变化。17名教师参加了4-6岁学生的小型教学小组。所有与任务相关的交流都针对老师的问题，老师的语言，学生的语言和推理能力进行了编码。结果表明，干预组的教师越来越多地使用开放式问题，而学生则使用了更多与推理有关的话语。干预小组中教师的语言也越来越复杂和复杂。学生的语言复杂度也有所增加，但对照组也有所增加。这些发现为早期基础教育中教师的有效职业发展形式提供了见识。