Relation Between Approaches to Teaching and Pedagogical Discourse in Teacher Educators: New Challenges for Teacher Education

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-1 - Affect and Embodiment in Professional Development

Abstract

This study investigates the teacher educators’ pedagogical discourse associated with different approaches to teaching proposed in a conceptual model. Consequently, the study proposes teaching as a discursive practice in which a pedagogical discourse embodies how teaching is understood and taught.
The research used a mixed methods approach in a sample of teacher educators from four (4) pre-service teacher education programs. Data was collected through questionnaires and in-depth interviews. Results showed that approaches to teaching coexist among teacher educators and their discursive practices differ with a greater or lesser degree of dialogism and alterity (otherness) in concordance with the complexity of the teaching practice. We offer suggestions for improving teaching from a dialogical perspective.

Author

• Helena Loreto Montenegro, Pontificia Universidad Catolica de Chile