Search results for: Dialogic
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Dissonance during teacher preparation is commonplace. Rather than presenting a roadblock, dissonance may be critical for preservice teachers' learning. This case study examines how to organize teacher education to embrace dissonance through deliberative dialogue. Findings suggest that scaffolding during dialogues created conditions where participants could engage with peers' perspectives, rethink assumptions, and deepen interpretive power for understanding students’ ideas. Dialogues encouraged persistence when dissonance threatened to prohibit further sense-making. By persisting, tensions became productive rather than prohibitive for sense-making. Findings have implications for the design of teacher preparation experiences and for theorizing about how beginning teachers learn across experiences.
Updated: Mar. 28, 2022
Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article the authors argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space for relational purposes. This argument stems from their self-study using dialogic analysis of three mathematics teacher educators’ conversations and narratives about their written feedback. Analysis of their narratives and transcripts of conversations focused on written feedback practice through the lens of relational teacher education. They found three factors that mediated their written feedback practices: their mathematics identities, assignment structures, and accreditation. To illustrate the factors they share three vignettes crafted from transcripts of conversations and narratives of their written feedback. These themes, while unique to their contexts, illustrate ways teacher educators’ explicit values and goals for teaching about teaching can be crowded out by unexamined factors living within enactments of professional practice. Their findings are contextually bound, but coupled with other self-studies of written feedback illustrate that written feedback practice is informed by teacher educators’ values and context.
Updated: Jul. 01, 2021
This article explores the use of active imagination and dialogics as constructs that can be applied reflexively to health care education. Drawing on student data, it discusses some of the primary elements of these ideas, and how they may inform reflection, human inquiry, and pedagogical approaches to personal and professional growth and development.
Updated: Apr. 01, 2008