Dialogue and Dialogic Teaching in Teachers' Voices

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Learning Culturally and Linguistically Affirming Approaches to Teaching (Table 15)

Abstract

In recent years a field of educational research has flourished under the umbrella term'Classroom dialogue' or 'dialogic teaching'. In this paper we analyze conceptions about dialogue and the role of dialogue in teaching-learning of teachers who are participating in a TPD programme. The analysis we perform here, besides its intrinsic value for the research on teachers’ conceptions, is relevant to planning and evaluating actions within the TPD programme, which aims at being school-based and culturally relevant for the school community. The results show that in-service teachers without any explicit training in dialogic teaching can reflect on the many facets of dialogue taking their practice as the basis. We present and discuss any of these facets.

Authors

• Leonardo Lago, Federal University of Santa Catarina

• Juliano Camillo, Federal University of Santa Catarina

• Cristiano Mattos, Universidade de São Paulo