Pedagogical Discourse in Teacher Educators: Senses and Meanings

• In Event: Poster Session 9
  In Poster Session: Professional Development Posters

Abstract

This study reports on part of a recent doctoral research of teacher educators in Chile, which aimed to explore main characteristics of approaches to teaching that teacher educators follow to teach. For doing so, the study proposes a conceptual model with the purpose of understanding the approaches to teaching in teacher education dialogically.
Data were collected through semi-structured, in-depth interviews conducted face-to-face with 7 teacher educators from four pre-service Teacher Education Programs. The interviews were analyzed by Dialogic Discourse Analysis method (DDA).
Results showed that approaches to teaching coexist among teacher educators according to the conceptual model proposed, ranging from low to high degree of complexity and alterity (otherness). These findings have implications for both practice and research.

Authors

• Helena Loreto Montenegro, Pontificia Universidad Catolica de Chile

• Lorena Medina

• Andrea Valdivia Barrios, Universidad de Chile