An exploration of teacher learning through reflection from a sociocultural and dialogical perspective : professional dialogue or professional monologue?

Huang, Alan and Klein, Markus and Beck, Anna (2020) An exploration of teacher learning through reflection from a sociocultural and dialogical perspective : professional dialogue or professional monologue? Professional Development in Education. ISSN 1941-5257

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    Abstract

    This study investigated how student teachers on a Scottish teacher education programme learn by reflecting on professional dialogue experiences. Reflection on one’s own experiences and practices is at the heart of all activities that teachers do. By linking professional dialogue with reflective practice, we examined factors that contribute to student teachers’ general approaches to professional learning on the programme and the way in which meaning is (co-)constructed and (re-)negotiated in professional dialogue. The results showed that the thought, discourse and social-affective dimensions of professional dialogue are inter-related. Furthermore, both student teachers’ personal background and their learning context may be related to the approaches to professional learning. The results also showed that student teachers' reflection tended to be descriptive with little or no consideration of the underlying educational issues or theories. In terms of discursive patterns, there was a tendency for one speaker to dominate professional dialogue or rather ‘professional monologue’. Therefore, we argue that there is a need for teacher education institutions to develop student teachers’ awareness of the value of professional dialogue and of the dialogic space it creates which has the potential to enhance and transform the opportunities for teacher professional learning.

    Creators(s): Huang, Alan ORCID logoORCID: https://orcid.org/0000-0002-9535-6426, Klein, Markus ORCID logoORCID: https://orcid.org/0000-0003-1195-8938 and Beck, Anna ORCID logoORCID: https://orcid.org/0000-0001-6643-3755;
    Item type:Article
    ID code:72667
    Keywords:professional dialogue, teacher learning, metacognition, Special aspects of education, Education
    Subjects:Education > Special aspects of education
    Department:Strategic Research Themes > Society and Policy
    Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Depositing user: Pure Administrator
    Date deposited:10 Jun 2020 12:48
    Last modified:21 Sep 2020 14:11
    URI:https://strathprints.strath.ac.uk/id/eprint/72667
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