Teachers’ attitudes about gesture for learning and instruction
We developed and tested a survey instrument to measure teachers’ attitudes about gesture in learning and instruction (TAGLI). Teachers (N = 192) generally believed that instructional gestures are beneficial for learning, and not distracting for students. Teachers had positive expectations, both for gestures that are redundant with (i.e., match) the accompanying speech, and gestures that are complementary to (i.e., mismatch) speech. However, teachers’ attitudes varied with teachers’ grade bands (middle v. high school) and curricular content areas (STEM v. non-STEM). Teachers endorsed a range of reasons for gesture’s pedagogical effectiveness. These reasons largely mirror the reasons teachers reported for why they produced gestures: gestures help make connections between representations and ideas, make abstract concepts more concrete, and they appropriately direct learners’ attention. Teachers reported that they frequently use gestures while teaching, explaining, and in everyday conversation.
- Gestures in instruction
- Teachers’ gestures and students’ learning
- Focal areas of teachers’ beliefs about instructional gestures
- Research questions
- Developing the survey instrument
- Participants and procedure
- Scale scores
- Group differences
- Empirical summary
- Implications for research on teachers’ gestures
- Implications for improving instruction
- Limitations and future directions
Published online: 11 September 2020
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Cited by 1 other publications
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This list is based on CrossRef data as of 09 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.