Dialogue Journaling as Compelling Pedagogy in Community-Engaged, Socially Just, Equity-Focused Teacher Preparation

• In Event: Sheraton Roundtable Session 12
  In Roundtable Session: Teacher Preparation for Inclusion and Justice: Keeping Pace With Demographic Shifts

Abstract

The purpose of this study was to examine a semester-long series of faculty/candidate dialogue journals as a pedagogical approach through which to support the development of community-engaged, socially-just, equity-focused teachers. The study sought to ascertain how candidates’ weekly, written reflections on their semester of community-engaged teacher preparation were mediated by program faculty, and how these mediated exchanges impacted candidates' dispositions toward equity and social justice in their teaching. Results indicated dialogic strategies such as encouraging, challenging, interrogating, and juxtaposing were critical in scaffolding candidates in the process of accommodating new learning into existing schema.

Authors

• Eva M. Zygmunt, Ball State University

• Kristin Cipollone, Ball State University

• Patricia Clark, Ball State University

• Susan Tancock, Ball State University

• Jon M. Clausen, Ball State University