Learning to Enact Critical Dialogic Education With Immigrant Youth in Civics: Propositions for Teacher Development

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 1
  In Roundtable Session: Enhancing Teacher Development Through Critical Dialogic Education, Self-Reflection, and Instructional Coaching for Diverse Learners (Table 7)

Abstract

This qualitative case study centers on an early-career teacher, learning to enact critical dialogic pedagogy with eight multilingual immigrants from her 12th grade civics classes during an afterschool enrichment program. Using grounded theory techniques, I analyzed 14 teacher interviews, six after-school student dialogues, and field notes from nine daylong observations, gathered from January to August 2022. From this data, I examine how the teacher’s conceptions of “good” discussions were influenced by her memories of schooling; how her enactment of dialogic pedagogy was shaped by what she notices; and how her ideas about expertise and classroom roles were reshaped through dialogues. From these findings, I generate a set of three propositions to guide future inquiry in teacher education and dialogic pedagogies.

Author

• Brian Tauzel, Western Washington University