Preservice Teachers' Narratives of Learning to Teach From a Dialogic Stance

• In Event: Sheraton Roundtable Session 23
  In Roundtable Session: Reflective Modalities in Preservice Teachers' Field Experiences

Abstract

During a year-long student-teaching internship, pre-service teachers kept a google doc journal, reflecting weekly on their teaching practice and learning. To learn more about their experiences learning to take a dialogic stance, we analyzed narratives in their journals to explore the following questions: 1) How do beginning secondary English teachers construct the nature and goals of dialogic teaching? and 2) How do they construct their roles in relationship to their students? We found three primary goals for dialogic teaching: participation, procedural, and learning. When constructing teacher-student relationships and roles, interns desired to position their students as agents of their own learning but showed their confusion around competing views of the role of the teacher.

Authors

• Ashley Johnson, Michigan State University

• Jennifer Lynn VanDerHeide, Michigan State University