Characterizing engineering outreach educators' talk moves: An exploratory framework

Background Despite the prevalence and potential of K–12 engineering outreach programs, moment-to-moment dynamics educators' facilitation learning experiences are understudied. There is a need to identify teaching moves explore implications these moves. Purpose/Hypothesis We offer preliminary framework for characterizing in relation principles ambitious instruction. This study describes identifies opportunities afforded by Design/Method Through discourse analysis video recordings university-led program, we identified novice educators interaction with elementary student design teams. considered 18 through lens Results In small group interactions, used ambitious, conservative, inclusive These utilized talk that centered students' ideas agency. Ambitious included two novel moves: check-ins revoicing tangible manifestations ideas. offered students engage design. Conservative provided make technical affective progress, experience norms. Conclusions Our work formative describing points capability using instruction may be useful designing support participation progress Additionally, conservative moves, typically constraining, productive affect engagement