On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers

Rodríguez, José Antonio; Condom-Bosch, Jose Luis; Ruiz, Laura Parra; Oliver, Esther

doi:10.3389/fpsyg.2020.00005

Cited by 29 publications

(29 citation statements)

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“…Another SEA is dialogic gatherings (DGs) in which students establish a dialogue around high-quality texts in areas such as literature, science, feminism, mathematics, music, art, or theology, among others [45][46][47][48]. In dialogic literary gatherings (DLGs), for instance, students read and discuss classic literature in an egalitarian dialogue, providing more opportunities to those who have participated less to contribute to the discussion, and hence overcome power interactions [49].…”

Section: The Impact Of Successful Educational Actions In Transformingmentioning

confidence: 99%

Propelling Children’s Empathy and Friendship

et al. 2020

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Schools play a crucial role in creating supportive and safe environments, and positive feelings are key in fostering such environments. Schools as Learning Communities, based on the dialogic participation of the whole community, are improving social cohesion. However, the underlying processes leading to such transformations remain underexplored. This article suggests that successful educational actions (SEAs) implemented in a school as a learning community, analyzed in this case study, promote positive feelings such as friendship and empathy, contributing to a safe and supportive environment. The purpose of this study was to analyze how SEAs generate friendship and empathy and their impact in the environment in a school as a learning community in Spain. To that end, the methods used were interviews with 18 students and 10 teachers, and reviews of two documentary films featuring the school. Results suggest that SEAs generate friendship and empathy among many children by promoting mutual support and sharing narratives in such dialogic settings. In addition, developing friendship and empathy contributes to reducing violent behaviors and promoting more inclusive attitudes among many students. This study concludes by providing insights on how SEAs can contribute to safe and supportive environments through fostering friendship and empathy.

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Section: The Impact Of Successful Educational Actions In Transformingmentioning

confidence: 99%

Propelling Children’s Empathy and Friendship

et al. 2020

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“…The scientific quality of the texts was also pointed out by the coordinator as transforming elements of the possibility of participation and support for girls. This element appears aggregated to the fact that the group received training on successful educational performance, gaining clarity on the fundamentals of giving access to students and families, including students with disabilities, to scientific knowledge ( Rodriguez et al, 2020 ). This is also in preventing the quality of people’s health.…”

Section: Resultsmentioning

confidence: 99%

Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities

et al. 2021

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Adolescent gender-based violence prevention and sexuality education is a topic of current concern given the increasing numbers of violence directed at girls. International organizations indicate that one in three girls aged 15 to 19 have experienced gender-based violence in their sexual relationships that this risk may be as much as 3–4 times higher for girls with disabilities. Following the good results obtained in the research project “Free_Teen_Desire” led by the University of Cambridge and funded by the Marie Curie Actions Program in the prevention of gender violence in adolescents through Dialogic Feminist Gatherings (DFG), the aim of study is to analyze Its transfer and impact on adolescent girls with intellectual disabilities. The DFGs are here understood as generators of a more dialogic environment for girls in general and we wonder if and how It is extended to the context of girls with disabilities. Thus, the research takes the form of a case study with a communicative approach on a DFGs. The intervention is carried out in a special school located in Valencia during the 2018–2019 and 2019–2020 academic years with a group of 19 non-mixed female students, female teachers, and the mother of one of the students. The study analyzes which are the transfer criteria to incorporate the DFGs in a special education context and what is their impact on the prevention of gender violence in girls with disabilities. The data collection techniques consist of two in-depth interviews, analysis of the field diary of 24 intervention sessions and a focus group with seven teachers. It is demonstrated that DFGs are successfully transferred to the special education context of the case study. The results show how contexts of safety, solidarity and friendship are generated which protect adolescent girls with disabilities from relationships with gender violence.

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“…Dialogic teacher education promotes a first-hand approach to primary scientific sources among teachers, in a context marked by egalitarian dialogue between the participants, aimed to promote reflection on how to better translate evidence-based knowledge into their teaching practice. Prior research (Roca et al, 2015 ; Rodriguez et al, 2020 ) examined the impact of dialogic teacher education in Spain, showing that the participation in these training initiatives allowed teachers to build shared knowledge on how to provide a more effective response to the problems found in their school practice.…”

Section: Methodsmentioning

confidence: 99%

“…Ongoing dialogic professional development program (dialogic pedagogical gatherings): At the beginning of the 2018-2019 school year, a permanent teacher training seminar was created in Mexico City, based on the experience of the “On the Shoulders of Giants” seminars created in Valencia, Spain (Rodriguez et al, 2020 ). These are monthly encounters in which teachers and other educational professionals participate in dialogic pedagogical gatherings (Roca et al, 2015 ), with the aim of deepening on the theoretical foundations of the Successful Educational Actions and improving the educational practice in their schools.…”

Section: Methodsmentioning

confidence: 99%

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

et al. 2021

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In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

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On the Shoulders of Giants: Benefits of Participating in a Dialogic Professional Development Program for In-Service Teachers

Cited by 29 publications

References 50 publications

Propelling Children’s Empathy and Friendship

Propelling Children’s Empathy and Friendship

Dialogic Feminist Gathering and the Prevention of Gender Violence in Girls With Intellectual Disabilities

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

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