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Search Results for 'Dialogue' (Keyword)
18 items found 1 / 2
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1   |   From section Theories & Approaches
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
The purpose of this article is to analyse how teachers' specific professional development is built in four cases in South American countries. Furthermore, the study examines the main features of this training. The authors used communicative methodology of research. The authors note that the importance of this exploratory study lies in identifying key components that may enable the transfer of the project to other schools and contexts. This professional development provides teachers, families and their communities with research-based knowledge and tools to improve students’ learning, social and emotional development.
Publication Year: 2017    |    Updated in ITEC: December 11, 2017
2   |   From section Instruction in Teacher Training
Reflecting on Literacy Practices: Using Reflective Strategies in Online Discussion and Written Reflective Summaries
Preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking within the context of an undergraduate literacy methods course. They respond to specific prompts through an online dialogue discussion and written reflective summaries. This paper describes the process these preservice teachers engaged in as they discussed and reflected on their experiences in a language arts class.
Publication Year: 2013    |    Updated in ITEC: August 31, 2016
3   |   From section Assessment & Evaluation
Contextualising Higher Education Assessment Task Words with An ‘Anti-Glossary’ Approach
This article presents the results from ‘staged’ focus groups with lecturers and students from the UK and China that created a forum for a dialogue, where many of key ‘generic’ assessment task words and their interpretations were talked about. Results show very different interpretations, informed by factors such as ‘language’, ‘culture’ and ‘subject’. The authors suggest that these factors be used in an ‘anti-glossary’ approach, which they describe here.
Publication Year: 2014    |    Updated in ITEC: September 18, 2014
4   |   From section Instruction in Teacher Training
Establishing Dialogues: Moral Reflection Within Online, Threaded Case Discussions
The current study examines online, threaded case discussions with regard to the ways teacher candidates displayed a morally reflective stance toward teaching and how unique features of online discourse shaped this stance. The findings reveal that the case discussions provided evidence of a morally reflective stance toward teaching. However, the candidates were more focused on working toward a solution versus fully exploring the complexity of the case. Furthermore, the analysis shows that the asynchronous, threaded discussion format embodies several features that appeared to foster dialogue that engaged candidates in substantive moral reflection upon teaching.
Publication Year: 2011    |    Updated in ITEC: September 3, 2013
5   |   From section Instruction in Teacher Training
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Publication Year: 2011    |    Updated in ITEC: May 8, 2013
6   |   From section Mentoring & Supervision
Exploring A Two-Dimensional Model of Mentor Teacher Roles in Mentoring Dialogues
This study explores empirically a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID. The findings indicate that there is empirical support for the model. This model provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.
Publication Year: 2011    |    Updated in ITEC: November 17, 2011
7   |   From section Instruction in Teacher Training
A Dialogic Inquiry Approach to Working With Teachers in Developing Classroom Dialogue
This study explored and reformulated definitions of classroom dialogue—in which teachers and students exchange, evaluate, and build on ideas—in the context of interactive whiteboard use. This article focuses on the collaborative theory-building process itself, whose aim was to exploit insights derived from research to stimulate and inform thinking, guide principled development of new classroom practices, and refine the theory. Three university researchers and three United Kingdom teachers, along with their students aged 10–14, took part in the research
Publication Year: 2011    |    Updated in ITEC: October 27, 2011
8   |   From section Professional Development
Storytelling as Dialogue: How Teachers Construct Professional Knowledge
The purpose of this study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge. In a professional development project, 12 English language lecturers created digital stories about their experiences of professional development. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling.
Publication Year: 2010    |    Updated in ITEC: July 5, 2011
9   |   From section Research Methods
Learning From Our Differences: A Dialogue Across Perspectives on Quality in Education Research
The dialogue re-presented in this article is intended to foster mutual engagement—and opportunity for learning—across different perspectives on research within the education research community. Opening and closing comments set the dialogue in historical context, highlight issues raised, and suggest next steps for collaborative learning from the diversity of perspectives in our field.
Publication Year: 2009    |    Updated in ITEC: May 4, 2014
10   |   From section Instruction in Teacher Training
Constructing A Discourse of Inquiry: Findings From A Five-Year Ethnography at One Elementary School
This longitudinal study builds on conceptualizations of dialogic inquiry to examine how teachers and students coconstructed a discourse of inquiry in a public magnet school. The authors examine the processes and practices that make up this discourse of inquiry. Furthermore, they also study the function of teacher talk in supporting academic and social learning and agency among students. This discourse of inquiry supports students as active, thoughtful, engaged learners and community members. Furthermore, this discourse underscores the critical role of classroom talk, collaboration, and deliberation in meaningful learning engagements.
Publication Year: 2009    |    Updated in ITEC: May 19, 2013
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