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Micro-Dialogues in Action: how teaching assistants support engagement, understanding and trust during science classroom tasks
Lin, Lexin
Lin, Lexin
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Date
2026
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The research is based on an investigation conducted during a four-week teaching assistant (TA) placement in a science classroom at Comberton Village College, Cambridgeshire. The study emphasizes the significance of micro-dialogues - brief, informal interactions initiated by the TA between themselves and students during classroom activities - as a means of fostering engagement and facilitating learning processes.
Aims: The primary aim of this study is to explore how micro-dialogues between TAs and students influence students' learning experiences and participation within science classroom activities. It examines students who exhibit stalled engagement and seeks to understand how subtle, supportive interventions can help reinvigorate their learning processes.
Methods: The inquiry was conducted by observing and documenting the interactions between the TA and students as they worked on classroom tasks. Data were collected through written reflections after each class, capturing the nuances of student responses, learning states, and the contextual factors surrounding each interaction. Focus was placed on the characteristics and immediate impacts of these micro-dialogues during various classroom activities.
Findings: The findings indicate that micro-dialogues effectively transform students’ learning engagement from passive observation or silence to active participation. They also enhance the students' understanding by facilitating clarity in their reasoning processes. Engaging in these brief conversations can foster a sense of trust, bolster confidence, and catalyze peer collaboration, ultimately leading to deeper comprehension of scientific concepts.
Implications: The study suggests that micro-dialogues are intrinsic to the classroom environment, enabling significant shifts in students' learning states without imposing heavy demands on classroom dynamics. Other educators may observe how these subtle interactions can provide support to individual learners, serving as both a catalyst for improved engagement and a mechanism for enhancing understanding in nuanced, meaningful ways.
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Keywords (free text)
science education, Think-talk toolbox, educational dialogue, classroom practice, learning states