Search results for "Dialogic"
showing 10 items of 160 documents
A narrative account of a teacher community
2014
This narrative account draws on dialogic approaches to education to critically reflect on teachers’ expressed pedagogic thinking in community. The context for the study is a teacher community in Central Finland comprising teachers from pre-primary to upper secondary contexts. The shared interest of the community is in the foreign-language mediation of education. The data were collected over a period of one and a half years and primarily consisted of teacher-produced notes from community sessions. These data were thematically analysed using a theory-driven approach. The key findings underline the value of pedagogic relationships between teacher-colleagues to support enriched critical underst…
The Dialogical Approach to Workplace Innovation
2021
This chapter presents a Nordic-based research approach, aimed at encouraging dialogical processes and broad participation at work, in order to support workplace innovation. The approach has been implemented in Norway and Sweden. The chapter (a) presents the theoretical underpinning related to the dialogical approach to workplace innovation; (b) presents findings from three large successive workplace innovation programmes based on this foundation in Norway; (c) connects (a) and (b) by presenting the programme designs, evaluations and research output and finally (d) reflects upon learning points from this programme history. The overall thesis is that the dialogical approach to workplace innov…
Exploring the material mediation of dialogic space : A qualitative analysis of professional learning in initial teacher education based on reflective…
2019
This study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and artsbased pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a form of dialo…
The significance of student voice: female students’ interpretations of failure in Tanzanian secondary education
2014
Abstract: In Tanzania, the national examinations are used as the primary tools for selection and transition from lower to upper secondary education. Female students are more likely to fail in the national exams and to drop out from education. This article examines the perspectives of female students concerning their advancement in secondary education. Two sets of qualitative data, responses to a research questionnaire from 100 female lower secondary school students and follow-up interviews with seven mature students enrolled in a non-formal school who had failed in the national examinations, were analysed to identify critical issues influencing the educational advancement of female students…
The Challenge of Philosophy Subjects: Towards Equality of Results
2017
Resumen: El objetivo es presentar una propuesta didactica que permite que los centros educativos sirvan como instrumentos de cohesion social y como lugares de posibilidad de transformacion social y educativa. El texto esta estructurado en tres partes. En primer lugar, se reconoce la necesidad de las propuestas innovadoras y se alerta del riesgo que pueden conllevar al perpetuar un sistema de desigualdad. A continuacion, se propone un cambio en la cultura organizativa de los centros educativos de la mano de las Comunidades de Aprendizaje; tras analizar sus fundamentos, se exponen tres de las acciones didacticas que pretenden lograr la igualdad en los resultados. Finalmente, se repasan las ve…
Enriching primary student teachers’ conceptions about science teaching: Towards dialogic inquirybased teaching
2012
Inquiry-based teaching has been at the heart of science education since it was first outlined in national standards over a decade ago. The general idea behind the inquiry guidelines is that pupils would adopt ways of conducting science, in addition to conceptually learning, thus attaining also the epistemological dimension of science. Although curricula are based on these ideas of inquiry, all too often authentic inquiry is hindered by overly authoritative approaches and teacher directions. To avoid this, the communicational ways in which teachers can encourage pupil reasoning during different phases of inquiry should be explicitly addressed. This paper addresses this gap by introducing a d…
The moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogy
2015
Students of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this…
“She Offered Me a Place and a Future”: Change is an Event of Becoming Through Movement in Ethical Time and Space
2014
Published version of an article in the journal: Contemporary Family Therapy. Also available from the publisher at: http://dx.doi.org/10.1007/s10591-014-9317-3 Within mental health research, the promise of exploring the lived experience of those affected is increasingly acknowledged. This research points to the significance of social aspects. The present study is part of a series of qualitative studies exploring network-oriented practices in southern Norway. The aim of this study was to explore the social dynamics of change related to adolescents in psychosocial crises. From the perspective of lived experience the study focused changes related to the adolescents’ ways of existing in various …
Shared Sequences from Network Therapy with Adolescents Only the therapist Finds Meaningful
2016
As part of a larger research project, this qualitative study explores sequences from six network therapy sessions. We focused on these sequences because only the therapists found them to be meaningful; the other participants did not think they were significant. The aim of this study was to explore the therapists’ inner dialogues, the degree to which these inner dialogues consist of professional and personal voices, and what this means for the dialogical process. We used a multi-perspective methodology that combines video recordings of network therapy sessions, participants’ interviews, and text analysis. We found that the outer dialogue and the therapists’ inner dialogues are strongly relat…
‘Through speaking, he finds himself … a bit’: Dialogues Open for Moving and Living through Inviting Attentiveness, Expressive Vitality and New Meaning
2015
Studies exploring the experiences of recovering from mental health difficulties show the significance of social and relational aspects. Dialogical practices operate within the realm of social relations; individual perspectives are not the primary focus of attention. The present study is part of a series of qualitative studies from southern Norway, exploring dialogical practices and change from the perspective of lived experience and in relationship with network meetings. Two co-researchers, who themselves had experienced mental health difficulties, were part of the research team. Material from qualitative interviews was analysed through a dialogical hermeneutical process where ideas from Em…