Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development

Hofmann, Riikka; Vrikki, Maria; Evagorou, María

doi:10.1007/978-3-030-71778-0_10

Cited by 5 publications

(2 citation statements)

References 39 publications

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“…Passive participation is a form of classroom behavior that involves minimal or no verbal interaction with the teacher or peers, such as listening, observing, or following instructions (Garcia Carrion et al, 2020). It can be influenced by various factors, such as students' motivation, interest, confidence, anxiety, cultural background, learning style, and prior knowledge (Hofmann, Vrikki, Evagorou, 2021). Dialogic engagement is a form of classroom interaction that involves meaningful and collaborative dialogue among teachers and students, where multiple voices and perspectives are valued and respected (Alexander, 2019).…”

Section: Addressing Passive Participation Through Dialogic Engagementmentioning

confidence: 99%

Using Dialogic Pedagogy with Young Learners in English as a Second Language (ESL) Classroom

Soomro

2023

JDSS

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This study aims to identify practical strategies for integrating dialogic pedagogy into SL instruction tailored to the unique needs of young learners. It examines the implications of dialogic pedagogy for language proficiency and communication skills of young ESL students. Dialogic pedagogy emphasizes the effective use of talk to foster English language teaching and learning. This Action Research is conducted in a government school in context of Sindh. The participants of the study are elementary level students and teachers. The data is collected through classroom observations and interviews and analyzed by thematic analysis. Findings demonstrate the positive outcomes of dialogic pedagogy for language proficiency, communication skills and students' engagement. Through effective use of dialogue, teacher could facilitate dynamic learning environment, active participation and critical thinking. The study suggests potential avenues for future research, including broader context replication, extended timeframe analysis and exploration of dialogic pedagogy in large classes.

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Section: Addressing Passive Participation Through Dialogic Engagementmentioning

confidence: 99%

Using Dialogic Pedagogy with Young Learners in English as a Second Language (ESL) Classroom

Soomro

2023

JDSS

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“…In addition, it can help teachers develop tools to address implicit normative aspects of teaching and learning that hinder change. The tool has been trialled and productively used by numerous UK and other European primary and secondary teachers across multiple projects supporting change efforts (Hofmann et al, 2021a).…”

Section: Implementing Classroom Interventionsmentioning

confidence: 99%

The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change

Hofmann

Arenge

Dickens

et al. 2021

CEPSj

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This paper advances our understanding of how schools can become change agents capable of transforming local practice to address the challenges arising from the Covid-19 pandemic. It presents a novel application of cultural-historical activity theory to reinterpret evidence on widespread learning loss and increasing educational inequities resulting from the pandemic, and to identify scalable transformative learning opportunities through reframing the crisis as a double stimulation. By reviewing evidence of the emerging educational landscape, we first develop a picture of the new ‘problem space’ upon which schools must act. We develop a problem space map to serve as the first stimulus to articulate local challenges. Integrating this problem space with research on professional change, we identify conceptual tools to capture learning gaps and implement pedagogic interventions at scale, in order to enhance schools’ agency in directly addressing the crisis. These tools can act as the second stimulus, enabling educators to address local challenges. We conclude by discussing the Covid-19 educational crisis as a unique stimulus for professional learning and outline the potential for durable shifts in educational thinking and practice beyond the pandemic. We argue that this unprecedented historic disruption can be harnessed as a transformative professional learning opportunity. In particular, we consider how research on professional change offers local, scalable interventions and tools that can support educators in preventing the new insights from ‘slipping away’ post-pandemic. Utilising the notions of boundaries and tool-mediated professional change, we examine the ways in which this disruption generates opportunities to envision alternative futures for equitable learning in school.

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Scaffolding In-depth Learning: Picturebooks for Intercultural Citizenship in Primary English Teacher Education

Valente

2022

Innovative Practices in Early English Language Education

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Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development

Cited by 5 publications

References 39 publications

Using Dialogic Pedagogy with Young Learners in English as a Second Language (ESL) Classroom

Using Dialogic Pedagogy with Young Learners in English as a Second Language (ESL) Classroom

The Covid-19 Learning Crisis as a Challenge and an Opportunity for Schools: An Evidence Review and Conceptual Synthesis of Research-Based Tools for Sustainable Change

Scaffolding In-depth Learning: Picturebooks for Intercultural Citizenship in Primary English Teacher Education

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