Structuring Dialogue Using a Protocol: A Self-Study in Teacher Education

• In Event: Continued Potential and Possibilities for Self-Study of Teacher Education

Abstract

This study is part of a larger longitudinal collaborative self-study in its eighth year to better understand and improve our teacher educator practices rooted in a critical pedagogical perspective. The purpose is to analyze and improve pedagogical practices in dialogue. We researched how we scaffolded elements of dialogue such as listening, paraphrasing, checking for understanding, and validation as efforts set in place to structure dialogue practices in a variety of instructional modalities.
Our guiding questions in analyzing our teacher educator practice were:
How did we structure instances of dialogue? How did students explain their experience with dialogue practices in general and the use of a protocol in particular.

Authors

• Leslie M. Gauna, University of Houston - Clear Lake

• Jane Mcintosh Cooper, University of Houston

• Christine Beaudry, Nevada State College