Facilitating Dialogic Pedagogy in Online Teacher Education Research Courses: A Self-Study

• In Event: Collaborative Self-Studies Investigating Online Teaching Practices

Abstract

In this paper/presentation, three teacher educators from one faculty of education in Canada present their individual narratives as online research course instructors. By drawing on the concept of self-study (Bullough & Pinnegar, 2001), through personal teaching journals and retrospective reflections, we explore online dialogic learning activities introduced in three teacher education graduate research methods courses to support student learning beyond the mastering of research skills or techniques. Narratives of three teacher educators illustrate how teacher candidates can dialogically reflect on research-related topics with peers, apply their emerging technical research skills through collective analysis of a situation, and grow collective knowledge in online teaching and learning environments.

Authors

• Joanne Pattison-Meek, University of Toronto

• Victorina Baxan, University of Toronto

• Andrew Bruce Campbell, University of Toronto