Developing Dialogic Pedagogy: Reflecting on Critical Incidents Indicating Teachers’ Changing Practice

• In Event: Poster Session 15
  In Poster Session: The Lives of Teachers: Poster Session

Abstract

This case study traces the development of two third-grade teachers' dialogic practice as they implemented a literacy workshop. Data collected included interviews, observation and field notes of class instruction, and recordings of collaborative reflection meetings. Based on Matusov's (2011) work, it is my contention that as the teachers developed dialogic pedagogy, they needed to 1) author themselves as teachers 2) promote the emergence and development of students' own authorial voice, and 3) re-conceptualize knowledge as a process of transformation of understanding emerging from interaction of multiple voices. To illustrate the development of dialogic pedagogy, I examine three critical incidents (Tripp, 1993) from across the year that were discussed in the teachers' collaborative reflection meetings.

Author

• Suzanne L. Porath, Edgewood College & Concordia University