TY - GEN
T1 - Learning from Teachers' Concepts of Dialogic Pedagogy
AU - Barak, Matan
N1 - Publisher Copyright:
© ISLS.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - Advocates of dialogic pedagogy advance a certain set of ideas about productive classroom talk. Associated research processes usually begin with researchers' concepts of what dialogue should look like and then examine whether teachers understand and enact them. Following Vygotsky's ideas that concepts are formed primarily through social interaction and that learners are never tabula rasa, I investigate teachers' concepts of dialogic pedagogy as they emerged during a professional development workshop. I use thematic analysis to identify seven teachers' concepts, examining whether and how they were advanced during the workshop and investigate the broader contexts that shape them. My examination of teachers' concepts shows that (a) teachers have an eclectic and flexible approach toward dialogic pedagogy, pointing to conflicting pedagogical needs and pressures; (b) teachers' concepts are embedded within classroom affordances and constraints, pointing to their potential role in bridging between researchers' concepts and the realities and limitations of classroom practice.
AB - Advocates of dialogic pedagogy advance a certain set of ideas about productive classroom talk. Associated research processes usually begin with researchers' concepts of what dialogue should look like and then examine whether teachers understand and enact them. Following Vygotsky's ideas that concepts are formed primarily through social interaction and that learners are never tabula rasa, I investigate teachers' concepts of dialogic pedagogy as they emerged during a professional development workshop. I use thematic analysis to identify seven teachers' concepts, examining whether and how they were advanced during the workshop and investigate the broader contexts that shape them. My examination of teachers' concepts shows that (a) teachers have an eclectic and flexible approach toward dialogic pedagogy, pointing to conflicting pedagogical needs and pressures; (b) teachers' concepts are embedded within classroom affordances and constraints, pointing to their potential role in bridging between researchers' concepts and the realities and limitations of classroom practice.
UR - http://www.scopus.com/inward/record.url?scp=85145773507&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145773507
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 1061
EP - 1064
BT - International Collaboration toward Educational Innovation for All
A2 - Chinn, Clark
A2 - Tan, Edna
A2 - Chan, Carol
A2 - Kali, Yael
PB - International Society of the Learning Sciences (ISLS)
T2 - 16th International Conference of the Learning Sciences, ICLS 2022
Y2 - 6 June 2022 through 10 June 2022
ER -