Instructional coaching through dialogic interaction: helping a teacher to become agentive in her practice

Haneda, Mari; Teemant, Annela; Sherman, Brandon

doi:10.1080/09500782.2016.1230127

Cited by 47 publications

(29 citation statements)

References 13 publications

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“…The concept of interaction, considered in some fields as similar to the concept of dialogism, and its effects on the learning process have been amply studied in the literature. However, the authors of the present study were surprised to find that, upon conducting a literature review, there seemed to be no agreed upon definition for the concept in the area of teaching (Duschl & Osborne, 2002;Gauci, Dantas, Williams, & Kemm, 2009;Exley, 2013;Haneda, Teemant, & Sherman, 2016;Majlesi & Broth, 2012;Scott et al, 2006;Stockero, Rupnow, & Pascoe, 2017).…”

Section: The Concept Of Interactionmentioning

confidence: 60%

Innovating in University Teaching Through Classroom Interaction

Álvarez¹,

Ruiz²,

Ruthven³

et al. 2019

JEICOM

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Previous research has shown that the best educational practices are built on the basis of interaction in the classrooms, regardless of their level. However, the dialogue among the students themselves and between them and the teacher is still more scarce than desirable, especially in the university context. Taking this weakness into account, the authors of this contribution propose a Teaching Innovation Project (TIP) as a means of confronting the reality of this matter and advancing in it through an interdisciplinary collaboration involving 16 teachers, who participate as external observers, representing all the Faculties from the University of Cantabria (Spain). Here, we present the design of the TIP that we are currently developing, the working methodology and an advance of the first partial results. Specifically, each of the 16 people involved in this TIP will externally evaluate 6 teachers from their own field of knowledge. The aim is to identify varied interaction practices throughout the university. To develop this process we have designed three observation scales: one for students, another for the teacher in action and a third for the external observer. Data will be collected between October 2018 and May 2019. The ultimate goal is to promote innovation in university teaching through interaction in the classroom in order to achieve the active learning of the students. We hope to contribute to inspire other universities that may be interested in following our steps.

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Section: The Concept Of Interactionmentioning

confidence: 60%

Innovating in University Teaching Through Classroom Interaction

Álvarez¹,

Ruiz²,

Ruthven³

et al. 2019

JEICOM

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“…On the other hand, the most important feature of the culture of modern times, and therefore of the elementary education system, is its monologue (Haneda, Teemant, & Sherman, 2017). Education, in turn, aims to illuminate the reality and the future, and the role of the teacher comes down to their ability to lead the student in the shortest way from ignorance to knowledge, from questions to answers, from deception to the truth that he knows.…”

Section: Research Resultsmentioning

confidence: 99%

Educational Dialogue in the Conditions of Edification of Primary Education: Axiological Aspect

Yashchuk

Vykhrushch

Руснак

et al. 2020

Journal of Education and e-Learning Research

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The article presents an empirical research of the problem of educational edification in the axiological plane, analyzes scientific literature, history, and strategies of edificatory changes in response to contemporary challenges in primary education, substantiates the features of cultural and historical and pedagogical processes related to the changes in pedagogical mentality in the context of edification and the new paradigm of education. The essence of edifying changes in the sphere of human culture and educational activity as a part of this culture are analyzed, including systematized general historical and pedagogical and general pedagogical foundations of edification in elementary education through educational dialogue as the means of active formation of a personality of the younger student. It is established that valuable and epistemological anthropocentrism determine the specifics of social philosophical analysis of the role of humancentric education, that sociocentrism of the sociological approach promotes the integration of modern theories into a unified methodological educational strategy, and that in the world a hermeneutical-dialogical tradition has been created, according to which a person develops through action and dialogue that which connects him with culture and the world. The credibility of the research results was confirmed by means of a Mann-Whitney U-test and the accuracy criterion for the differences of averages of the student's t-test for independent selections. On the basis of the research conducted the problems and directions are defined, and strategic, general pedagogical means of changes bringing edification through educational dialogue in primary education are outlined as an effective direction of its reformation.

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“…El concepto de interacción, asimilado en algunos estudios al concepto de discurso dialógico, y sus efectos en el proceso de aprendizaje han sido ampliamente estudiados en la literatura. Sin embargo, los autores de este trabajo se sorprendieron cuando, al llevar a cabo la revisión de literatura, se percataron de la ausencia de una definición consensuada sobre el concepto de interacción en el ámbito de la docencia (Camacaro de Suárez, 2008;Correa Restrepo, 2006;Exley, 2013;Haneda, Teemant, & Sherman, 2016;Majlesi & Broth, 2012;Scott et al, 2006;Stockero, Rupnow, & Pascoe, 2017).…”

Section: El Concepto De Interacciónunclassified

Proposal of a questionnaire to measure the level of interaction in the university classrooms: version for teachers, students and observers

Álvarez

Sánchez-Ruiz

Montoya-del-Corte

2019

Work. pap. oper. manag.

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<p class="Abstract">Throughout the literature, there are several studies that highlight the importance of interaction in the classroom as a means to promote student learning. Based on this idea, and due to the absence of previous studies that do it, the objective of this work is to propose a questionnaire that allows to measure the level of interaction in university classrooms, as well as to identify the best interactive practices, from a triple perspective: observed teacher, external observer and student. This work is part of a teaching innovation project carried out by a multidisciplinary group of lecturers from the University of Cantabria. In this study, in addition to presenting the aforementioned questionnaire proposal, the research process for the collection of data and the analysis of results will be described. It is considered that the main contribution of this work is the proposal of an instrument for measuring interaction.<strong> </strong></p>

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Instructional coaching through dialogic interaction: helping a teacher to become agentive in her practice

Cited by 47 publications

References 13 publications

Innovating in University Teaching Through Classroom Interaction

Innovating in University Teaching Through Classroom Interaction

Educational Dialogue in the Conditions of Edification of Primary Education: Axiological Aspect

Proposal of a questionnaire to measure the level of interaction in the university classrooms: version for teachers, students and observers

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