Student Teachers' Self-Dialogues, Peer Dialogues, and Supervisory Dialogues in Workplace Learning

• In Event: Can We Talk? Conversations and Dialogue to Improve Teaching and Assessment in the Field Experience

Abstract

This paper describes a study of self-dialogues, peer dialogues and supervisory dialogues in the context of student teacher workplace learning. We found that the three types of dialogues, although using similar procedures, such as videoed incidents and reflection questions, had different characteristics and strengths. Self-dialogues voiced different I positions constituting the development student teachers’ professional identities. Peer dialogues elicited argumentations for appraisals and provided recognition and reassurance. Supervisory dialogues demonstrated scaffolding and offered advice and encouragement.

Authors

• Dubravka Knezic, Utrecht University

• Paulien C. Meijer, Radboud University Nijmegen

• Auli Toom, University of Helsinki

• Jukka Husu, University of Turku

• Äli Leijen, University of Tartu

• Juan-José Mena Marcos, Universidad de Salamanca

• Raili Allas, University of Tartu

• Margus Pedaste, University of Tartu

• Edgar Krull, University of Tartu