Search results for: Dialogue
Page 2/2 19 items
This longitudinal study builds on conceptualizations of dialogic inquiry to examine how teachers and students coconstructed a discourse of inquiry in a public magnet school. The authors examine the processes and practices that make up this discourse of inquiry. Furthermore, they also study the function of teacher talk in supporting academic and social learning and agency among students. This discourse of inquiry supports students as active, thoughtful, engaged learners and community members. Furthermore, this discourse underscores the critical role of classroom talk, collaboration, and deliberation in meaningful learning engagements.
Updated: Jul. 20, 2009
The article describes the use of Augusto Boal's Theater of the Oppressed (TO), as a form of academic and social support used in a recruitment and retention program for bilingual teachers in the Southeastern United States. Bilingual teacher critical discourse is discussed in language tools, and individual relationships.
Updated: Nov. 24, 2008
Recent Internet developments and advances in networking have encouraged students' collaboration with other students and instructors, increased students' access to experts, and provided an array of learning resources. However, the potential of technology to transform the teaching and learning environment is still far from being realized in institutions of higher education. The e-learning program within the Masters Degree (MSc) Program in Education and Training Management in the School of Education Studies at Dublin City University (DCU) is attempting to realize that potential by integrating technology with active learning activities in an online learning community. Using examples drawn from a cohort of students working their way through the Emerging Pedagogies module, the author demonstrates how information and communication technologies, and online discussions in particular, can be used to help students recognize and examine the values that underlie their teaching and learning, thereby enhancing their personal knowledge base for professional practice.
Updated: Oct. 26, 2008
This paper re-engages the paradigm wars of the 1980s, discussing their relevance in the current historical moment. It extends Egon Guba's call for dialogue across paradigm communities. Ten theses and three agenda items are advanced.
Updated: Oct. 23, 2008
An Exploration for a Critical Practicum Pedagogy: Dialogical Relationships and Reflections among a Group of Student Teachers
Student teachers' potential to change and reflect on their activities can be positively influenced by the opportunities created in teacher education programs. This paper explores an educative opportunity with the researcher and his practicum advisees by facilitating a continuum of reflective school-based activities through a dialogical relationship.The action research was an exploratory practicum pedagogy in which the researcher, as a teacher educator practitioner, and eight student teachers as pedagogical and research participants, seized opportunities of collaboration and dialogical relationships.
Updated: Oct. 06, 2008
In her book, On Teaching and Learning: Putting the Principles and Practices of Dialogue Education into Action, Jane Vella describes some of the things she learned that were important to teaching: “how to organize a lesson, how to structure a lesson plan and build a curriculum” (p. xviii). This approach is reflected in Paulo Freire’s words: “We teach the way we were taught” (p. xxi). But we are in the twenty-first century, and, with modern technology in which students click or zap and get wherever they want at high speed, this kind of teaching is not appealing anymore.
Updated: Mar. 19, 2008
What is it that images can do that cannot be done by words alone? This article illustrates and discusses how visual expressions act as helpers of dialogue - anchors of meaning. The main argument is that the inclusion of pictorial material is a useful way to develop poststructuralist thinking technologies to further expand our understandings of the complexities of communication in individual as well as collective sense-making.
Updated: Mar. 02, 2008
Audio recordings and field notes regarding two problem-solving courses for mathematics teacher education were explored, utilizing dialogical and contextualization approaches. Data analysis revealed substantial differences between the two classroom discourses and offer possible reasons for the differences.
Updated: Jan. 28, 2008
From Transmission to Dialogue: Promoting Critical Engagement in Higher Education Teaching and Learning
This article reports on a self-study that focuses on encouraging a group of undergraduate students to be active learners by promoting their critical engagement with what they are learning. The descriptions and explanations in the self-study give account of the contradictions and challenges encountered in my attempts to reconcile between students' perceptions of my 'authority' as the lecturer.
Updated: Jan. 07, 2008