Dialogic spaces in divergent and convergent collaborative learning tasks

Purpose The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent convergent collaborative learning tasks, orchestrated by teachers Finnish primary secondary schools. concept space refers a dynamic, shared resource ideas dialogue has come represent an ideal form educational interaction, the contexts learning, joint creative work knowledge-building. Design/methodology/approach A socio-cultural discourse analysis video-observed classroom dialogue, entailing development new analytic typology, was undertaken explore co-constitution space. data are derived from two qualitative studies, one examining co-create fictive video stories primary-school classrooms (divergent task), other investigating knowledge building secondary-school health education (convergent task). Findings Dialogic opened through group settings students’ selection topics. In task, broadening heterogeneous settings, whereas multiple various information sources involved. As regards deepening space, explicit reflective talk remained scarce; instead norms deriving school-context tasks requirements guided dialogue. Originality/value This lays groundwork for subsequent research regarding orchestration offering typology operationalise further, more systematic, comparisons aiding understandings processes implicated intercreating interthinking. turn significance pedagogies.