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Article
Publication date: 7 September 2015

Sue Brindley and Bethan Marshall

The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment…

Abstract

Purpose

The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning.

Design/methodology/approach

Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about.

Findings

The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom.

Originality/value

This paper is an original look at dialogic assessment within the upper secondary sector.

Details

English Teaching: Practice & Critique, vol. 14 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Open Access
Article
Publication date: 25 July 2019

Hubert Gruber

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching…

2848

Abstract

Purpose

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

Design/methodology/approach

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Findings

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

Research limitations/implications

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

Originality/value

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 1 December 2014

Arie Kizel

This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS) – a framework that develops…

Abstract

This chapter discusses a form of pedagogy of reflection suggested to be defined as the dialogical-reflective professional-development school (DRPDS) – a framework that develops and empowers students by engaging them in a process of continual improvement, responding to diverse situations, providing stimuli for learning, and giving anchors for mediation. The pedagogy of reflection relates to dialogue not only from a theoretical historical context but also by way of example – that is, it offers empowering dialogues within the traditional teacher-training framework. This chapter outlines the importance of the pedagogy of reflection in the multicultural educational space of the preservice education field in Israel, analyzing the first university PDS model. The pedagogy of reflection in the context of the educational dialogue of educators is outlined as a tool for student empowerment, achieved through a community of learners who dedicate space to the development of their whole personality within the profession, taking a moral stance toward the educational discourse, minimizing judgmentalism and prejudice, creating national/gender equality with the goal of examining the fundamental question of educational performance, and reinforcing their sense of organizational belonging within the system. In these contexts, the chapter is based on the elements of dialogical philosophy exemplified in the thought of Burbules, Nelson, Isaacs, Bohm, and Heckmann and the reflective basis of educational and organizational performance exemplified in the writings of van Manen. The chapter also presents two examples from a project in which teaching units based on dialogue and reflection were developed within a dialogic community that represents in its very being collective empowerment, the possibility of coping with problems that are too large for an individual to solve on his/her own, and an alternative to sealed and alienated organizations.

Details

International Teacher Education: Promising Pedagogies (Part A)
Type: Book
ISBN: 978-1-78441-136-7

Keywords

Article
Publication date: 3 August 2020

Soila Lemmetty and Kaija Collin

The purpose of this study is to describe the construction of leadership through authentic dialogues at work and leaders’ actions as contributors to dialogic leadership.

Abstract

Purpose

The purpose of this study is to describe the construction of leadership through authentic dialogues at work and leaders’ actions as contributors to dialogic leadership.

Design/methodology/approach

The authors collected the data by recording the organisation’s meetings and discussions and used content analysis of dialogic leadership and typifying of critical moments as analytical methods.

Findings

On the basis of the findings, this paper suggests that dialogic leadership begins with a startup critical moment and progresses through the different positions by manager and employees through democratic interaction. Individual and collective level learning of participants and the formation of new knowledge were used in decision- or conclusion-making. The manager promoted the construction of dialogic leadership in conversation by creating important critical moments, which enabled a dialogue to start or contributed to already ongoing dialogue.

Originality/value

The study proposes concrete actions that can be applied in working life. This study provides a new understanding of the leader’s activities in promoting dialogue.

Details

Industrial and Commercial Training, vol. 52 no. 4
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 16 March 2012

Billy Desmond and Angela Jowitt

The purpose of this paper is to bring attention to a more embodied, holistic way of working which acknowledges not only the mind, but also the body and emotions, of learners and…

1597

Abstract

Purpose

The purpose of this paper is to bring attention to a more embodied, holistic way of working which acknowledges not only the mind, but also the body and emotions, of learners and facilitators as they work together in a co‐created relationship to experience a different way of learning and relating. The authors suggest that practitioners step away from the traditional boundaries of reflecting on experiential learning activities post action. They propose a stronger emphasis on working in relationship with clients in the here and now, to support novel ways of relating and learning to emerge.

Design/methodology/approach

Adapting a reflective inquiry approach, the authors engaged in reflective and reflexive practice to offer a conceptual paper on a dialogical and embodied orientation to experiential learning.

Findings

Learning within Outdoor Management Development (OMD) activities can be enriched within the context of a dialogical relationship where participants are invited to attend to their embodied experience and trust different ways of knowing. This requires a shift from the more individualist to a relational paradigm of relating and learning.

Research limitations/implications

The authors acknowledge the inter‐subjective nature of learning that emerges from within the relationship. So, while a model is proposed to support meaning making, it is not prescribed and in fact the authors realise that it is paradoxical to the emergent nature of learning within relationships.

Practical implications

The authors seek an alternative approach to Kolb when facilitating experiential learning. They propose the Dialogical Experiential Learning Model, inviting facilitators and participants to be more curious about the experience of working in a specific context, while recognising it will be subject to change.

Originality/value

The dialogical orientation of practitioners and the use of a model does, however, offer guiding principles to support facilitation of experiential learning, while challenging current practitioner knowledge.

Article
Publication date: 10 June 2021

Varun Elembilassery and Shreyashi Chakraborty

The experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of…

Abstract

Purpose

The experience of individuals has a huge potential for management education and development. Specific approaches are required to transform experience into learning. The purpose of this paper is to create a framework of dialogic approach, as a method of experience-based learning, which can be used for transforming the experience into learning.

Design/methodology/approach

This paper uses analytical abstraction and conceptual integration to develop the framework of dialogic approach. Evidence from prior research studies is used as the theoretical background to support the framework.

Findings

Dialogue is important for unravelling the experience and creating learning. Dialogic approach as a tool for experience-based learning is developed by combining reflective, appreciative and generative dialogues in a theoretically consistent sequence.

Practical implications

The proposed framework is operationalised as a three-phase process for delivering the dialogic approach and can be used by educators.

Originality/value

The framework of dialogic approach is unique as it combines different types of dialogues. The framework is independent of context and can be applied globally for management education and development, which is a novel contribution.

Details

Journal of Management Development, vol. 40 no. 5
Type: Research Article
ISSN: 0262-1711

Keywords

Article
Publication date: 8 May 2018

Luke Jones, Steven Tones and Gethin Foulkes

The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback…

Abstract

Purpose

The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme.

Design/methodology/approach

Semi-structured interviews, with nine PE mentors and 11 ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the 20 participants were analysed through constant comparison to categorise content and identify patterns of responses.

Findings

Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs.

Practical implications

These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs.

Originality/value

These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.

Details

International Journal of Mentoring and Coaching in Education, vol. 7 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 10 July 2017

Kwang-Sing Ngui, Mung-Ling Voon and Miin-Huui Lee

The purpose of this paper is to describe the development of an academic service learning course in a foreign university branch campus in Malaysia, and its outcomes in terms of…

Abstract

Purpose

The purpose of this paper is to describe the development of an academic service learning course in a foreign university branch campus in Malaysia, and its outcomes in terms of student learning. Drawing on the transformative learning theory and case study research, it discusses three forms of learning that characterise the students’ experience, namely, instrumental, dialogic and self-reflective.

Design/methodology/approach

A case study of the Social Innovation Internship course at the Sarawak campus of Swinburne University of Technology was conducted. The case study draws on self-reported data gathered from the logbook entries of 60 students who enrolled in the course in 2015.

Findings

Thematic analysis of the data indicates that instrumental, dialogic and self-reflective learning are reflected in the students’ descriptions of learning about the community partners, the challenges in running a social enterprise, managing diversity and discovering the values and beliefs that shape one’s perceptions and identity.

Originality/value

The findings from the study add to the growing body of research on the impact of academic service learning on various stakeholders as well as on managing course activities in order to fulfil learning objectives. The case study confirms that service learning is an appropriate model for university-community engagement that generates mutually beneficial outcomes for the partners. In particular, it demonstrates how the service learning experience provides students with the opportunities to engage in instrumental, dialogic and self-reflective learning.

Details

Education + Training, vol. 59 no. 6
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 16 February 2021

Lalina Coulange, Kari Stunell and Grégory Train

In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the…

Abstract

Purpose

In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.

Design/methodology/approach

A review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.

Findings

We found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.

Practical implications

The challenge of maintaining dialogic activities – teacher education to combat inequalities.

Originality/value

A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 8 May 2023

Mercedez Hinchcliff and Michael Mehmet

The purpose of this paper is to introduce a conceptual framework as a six-stage guided implementation for educators to embed Canva (an online design tool) into their marketing…

Abstract

Purpose

The purpose of this paper is to introduce a conceptual framework as a six-stage guided implementation for educators to embed Canva (an online design tool) into their marketing subjects to encourage super-skills of the 21st century including stronger collaboration, creativity, critical thinking and communication which in turn increases a student's work readiness.

Design/methodology/approach

The framework is designed from sociocultural and experiential approaches of learning and teaching. It is based on dialogic and social learning theories and guided by the 21st century skills, experience, student interactions and reflections.

Findings

Based on the initial staff and student reflections and the author's extensive teaching experience, the implementation of Canva into marketing subjects suggests students are increasing their creativity, design, collaborative and critical thinking skills due to the unique features of the tool. This is suggestive that the implementation process developed through the conceptual framework of embedding Canva supported not only the students’ learning experience but allowed for a more immersive experience for teaching staff as well.

Originality/value

This paper provides a pedagogical and theoretically supported rationalisation for a staged approach to embed Canva into a classroom to assist educators in fostering students’ critical thinking skills, communication, collaboration whilst encouraging higher quality and creativity of assessments. This paper may have a continued flow on effect to student's work readiness by equipping them with a needed marketing tool in their career pursuits.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 6
Type: Research Article
ISSN: 2042-3896

Keywords

1 – 10 of over 4000