Search results for: Dialogue
Page 1/2 19 items
The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership
This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide an illustration of chronotopes interacting productively, providing support for pre-service growth, and chronotopes in tension, leading to the silencing of pre-service teacher voice. It is hoped this article encourages educators to reflect on the impact chronotopes can have on pre-service teachers’ professional growth, the kinds of conditions that support growth and increased agency, and the ways chronoptic interactions can impact the development of transformative hybrid models of Initial Teacher Education.
Updated: Oct. 13, 2021
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
The purpose of this article is to analyse how teachers' specific professional development is built in four cases in South American countries. Furthermore, the study examines the main features of this training. The authors used communicative methodology of research. The authors note that the importance of this exploratory study lies in identifying key components that may enable the transfer of the project to other schools and contexts. This professional development provides teachers, families and their communities with research-based knowledge and tools to improve students’ learning, social and emotional development.
Updated: Feb. 13, 2018
Reflecting on Literacy Practices: Using Reflective Strategies in Online Discussion and Written Reflective Summaries
Preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking within the context of an undergraduate literacy methods course.They respond to specific prompts through an online dialogue discussion and written reflective summaries. This paper describes the process these preservice teachers engaged in as they discussed and reflected on their experiences in a language arts class.
Updated: Aug. 31, 2016
This article presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for a dialogue, where many of key ‘generic’ assessment task words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. The authors suggest that these factors be used in an ‘anti-glossary’ approach, which they describe here.
Updated: Sep. 17, 2014
The current study examines online, threaded case discussions with regard to the ways teacher candidates displayed a morally reflective stance toward teaching and how unique features of online discourse shaped this stance. The findings reveal that the case discussions provided evidence of a morally reflective stance toward teaching. However, the candidates were more focused on working toward a solution versus fully exploring the complexity of the case. Furthermore, the analysis shows that the asynchronous, threaded discussion format embodies several features that appeared to foster dialogue that engaged candidates in substantive moral reflection upon teaching.
Updated: Sep. 02, 2013
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Updated: May. 08, 2013
This study explores empirically a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID. The findings indicate that there is empirical support for the model. This model provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.
Updated: Nov. 17, 2011
This study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Three university researchers and three United Kingdom teachers, along with their students aged 10–14, took part in the research
Updated: Oct. 27, 2011
The purpose of this study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge. In a professional development project, 12 English language lecturers created digital stories about their experiences of professional development. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling.
Updated: Jul. 05, 2011
The dialogue re-presented in this article is intended to foster mutual engagement—and opportunity for learning—across different perspectives on research within the education research community. Opening and closing comments set the dialogue in historical context, highlight issues raised, and suggest next steps for collaborative learning from the diversity of perspectives in our field.
Updated: Jan. 31, 2010