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Negotiating dialogic pedagogy in higher education: Cogenerating socially just practices in a teacher education course
Conference presentation   Peer reviewed

Negotiating dialogic pedagogy in higher education: Cogenerating socially just practices in a teacher education course

Deborah Heck, Linda-Dianne Willis and Helen Grimmett
Australian Association for Research in Education (AARE) Conference 2019 (Brisbane, Australia, 01-Dec-2019–05-Dec-2019)
Australian Association for Research in Education
2019
url
https://app.oxfordabstracts.com/events/998/program-app/submission/136034View
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Abstract

Specialist Studies in Education
Pre-service teachers in their first year of study are making the transition from school to university and from student to teacher. Our challenge as teacher educators was to disrupt their view of what it means to be both teacher and student, as our contribution to the development of socially just pedagogies. In a first year English curriculum course, the task was to unsettle traditional monologic discourses that support recitation and recall and increase the dialogic discourses focussed on purposeful discussion and reasoning. Alexander (2018) suggests that while our pedagogy might draw on the breadth of teacher and student talk in the context of the classroom, the principles of dialogic teaching are underpinned by notions of collectivity, reciprocity and supportiveness that impact on student engagement and achievement.

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