Authors:Wendy B. Allen, Lori G. Ryan, Rebecca Vlasin Pages: A85 - A107 Abstract: The purpose of this paper is to share our pedagogical evolution as graduate faculty in relationship with increasingly diverse cohort communities of early childhood professionals learning across the landscape of leadership roles engaged with young children, families, and other adults. The early childhood leadership program described in this paper offers a graduate certificate where annually, a cohort of 18-22 early childhood professionals from across Colorado in the United States learn together for 13 months. As faculty, we share a strong commitment to both learning about our teaching and to inviting student voices, the early childhood professionals, through dialogic processes in participatory study as we co-learn and grow our practices of learning and teaching. This paper introduces and explores four leadership learning design principles: (1) identity and agency, (2) socially constructed pedagogy, (3) contextually relevant learning experience, and (4) appreciative stance. As we go, the story will unfold around how we engaged cohort members of the 2019-2020 program year through initial survey reflections and then deepening our shared understanding of these leadership learning design principles through iterations of dialogue after the program was concluded. We end the paper with reflections on how this process of study has ultimately brought us to an awareness and eagerness to engage in relational forms of inquiry, placing student voices at the center with even more intention and depth. PubDate: 2023-07-17 DOI: 10.5195/dpj.2023.455 Issue No:Vol. 11, No. 1 (2023)
Authors:Hanne Rinholm, Ida Heiberg Solem, Inger Ulleberg Pages: A60 - A84 Abstract: The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of “becoming human,” which is a central idea in the Bildung dimension of education. The national educational regulations in Norway state that the teacher’s mandate is not limited to conveying knowledge and skills but also includes fostering the students’ critical reflection, inquisitiveness, and participation. The research questions that guided the study are: What theoretical concepts can be helpful in understanding and analyzing dialogic classroom practices' How can participation be promoted through dialogic classroom practice' How do the dimensions of ontological and epistemological dialogue appear in educational settings, and how do they interact with each other' Methodologically, the article presents, analyzes, and discusses two cases from different educational settings: pre-service teacher education music courses and upper-primary-level mathematics education. The findings show that the chosen theoretical concepts of mathematizing, musicking, and Bildung, as well as ontological and epistemological dialogue, are helpful in making sense of dialogic classroom practices. PubDate: 2023-07-05 DOI: 10.5195/dpj.2023.458 Issue No:Vol. 11, No. 1 (2023)
Authors:Josephine Moate, Eva Vass Pages: A39 - A59 Abstract: This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices – our philosophies, contexts, professional orientations, and empirical puzzles – into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice. PubDate: 2023-06-02 DOI: 10.5195/dpj.2023.504 Issue No:Vol. 11, No. 1 (2023)
Authors:Arthur Santiago, Cristiano Mattos Pages: DT1 - DT21 Abstract: This paper presents how a dialogical educational proposal, inspired by Freire’s perspective, was introduced and adapted to the digital educational environment in distance teaching-learning. From Freire’s pedagogy perspective, dialogue is one of the main assumptions for the teaching-learning activity. Therefore, we developed an online environment introducing a dialogical pedagogy, considering students’ problems during the pandemic. Based on this proposition, we created a remote educational environment through the Discord platform. This platform has excellent potential to base an educational environment enabling students and teachers to engage in a dialogical activity. We investigated how the Discord platform contributes to enhancing dialogical pedagogy. Then, we introduced a dialogic activity in an initial training course for physics teachers in a discipline called “Non-Formal Education”. Nineteen students participated in the activity developed throughout the discipline. We gathered data during the classes by recording student interactions on the platform system. The analysis was based on Activity Theory to identify the situations where their agency emerged and changed the activity and what role Discord played in this through the students’ dialogue. The study explores Discord facilities to introduce the dialogical teaching methodology previously developed in the face-to-face format. Finally, we could identify that the students’ voices emerged in the interactions, given the opportunity to express their ideas on their own terms and, fundamentally, be heard and considered by others. At last, students developed agency in the remote school activity, engaging productively in the required tasks and creating a community through the platform. PubDate: 2023-03-13 DOI: 10.5195/dpj.2023.462 Issue No:Vol. 11, No. 1 (2023)
Authors:Sergio L. Sanchez, Steven Z. Athanases Pages: A1 - A38 Abstract: Developing knowledge and practice for high-quality K-12 class discussion remains challenging, especially for new teachers juggling other classroom responsibilities. Our study reports the case of a preservice teacher learning to lead discussions while enrolled in a teacher education inquiry course, simultaneous with semester-long supervised practice teaching in a seventh-grade class (12-13-year-olds) in a high-poverty urban community. The work is guided by a complex teacher learning process for developing complex practice of facilitating discussions in culturally and linguistically diverse high school English classes. Countering popular approaches to “talk moves” as useful but often generic facilitation practices, the teacher education pedagogical innovation we describe positions teachers as knowledge-generating, agentive professionals. Our conceptual framework for teacher learning features dialogic teacher inquiry, with three domains. The first domain involves moving beyond methods texts to dialoguing analytically with and among multiple print, online, and mentor resources for supporting development of a dialogic teaching stance. The second domain intentionally guides new teachers to explore classroom data and consider students as knowledge resources in shaping instruction. The third domain sustains dialogue about discussion processes and evolving conceptions of dialogism in small groups of preservice teacher collectives, enabling sharing of inquiry data, emerging findings, and dilemmas of practice. Drawing upon a larger database, we present a case study demonstrating one preservice teacher’s inquiry work with deep analysis of student talk, detailed memoing processes featuring challenges and benefits of developing dialogic teaching practices, thoughtful criticism of long-established discussion practices, and discoveries about nuances of dialogic teaching. Our case contributes to the literature by presenting an example of dialogic pedagogy for teacher education, in service of preservice teachers learning to lead classroom discussions. Additional innovative pedagogical designs are needed to assist teachers in gaining complex knowledge and practice for teaching and promoting meaningful and learning-rich talk in K-12 classrooms. PubDate: 2023-02-27 DOI: 10.5195/dpj.2023.482 Issue No:Vol. 11, No. 1 (2023)
Authors:Eugene Matusov Pages: E1 - E15 Abstract: Many dialogue-oriented educationalists are attracted to the Bakhtinian notion of dialogue. In this theoretical essay, I have abstracted five major features of the Bakhtinian dialogue and considered what kind of educational regime emerges from these features. In conclusion, I problematize the notion of Bakhtinian dialogue and its regime for education. The paper was presented and discussed at the 17th Bakhtinian conference in Saransk, Russia, in 2021. PubDate: 2023-01-10 DOI: 10.5195/dpj.2023.561 Issue No:Vol. 11, No. 1 (2023)
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