Event Title

The Application of Dialogic Pedagogy in a Pre-Service Teacher’s Classroom

Faculty Advisor

Dr. David McLaughlin

Start Date

23-4-2019 5:00 PM

End Date

23-4-2019 6:00 PM

Description

This self-study research project focuses on dialogic talk in a third-grade classroom. The principles of dialogic pedagogy were applied during whole group and small group instruction. This is where the teacher asks open-ended, thought-provoking questions that allow students to express their opinions, respond to others, and form collective knowledge. Research was conducted on how dialogue and discussion affect teaching practices with the purpose of developing the communication skills, confidence, and teaching style of the pre-service teacher. Data was collected through the analysis of personal reflections, feedback from the cooperating teacher and university supervisor, and audio recordings of instruction. The results of this data show substantial personal growth in the pre-service teacher’s ability to comfortably facilitate classroom discussions between student and teacher, but growth in promoting reciprocal discussions between students is lacking.

This document is currently not available here.

Share

COinS
 
Apr 23rd, 5:00 PM Apr 23rd, 6:00 PM

The Application of Dialogic Pedagogy in a Pre-Service Teacher’s Classroom

This self-study research project focuses on dialogic talk in a third-grade classroom. The principles of dialogic pedagogy were applied during whole group and small group instruction. This is where the teacher asks open-ended, thought-provoking questions that allow students to express their opinions, respond to others, and form collective knowledge. Research was conducted on how dialogue and discussion affect teaching practices with the purpose of developing the communication skills, confidence, and teaching style of the pre-service teacher. Data was collected through the analysis of personal reflections, feedback from the cooperating teacher and university supervisor, and audio recordings of instruction. The results of this data show substantial personal growth in the pre-service teacher’s ability to comfortably facilitate classroom discussions between student and teacher, but growth in promoting reciprocal discussions between students is lacking.