Exploring dialogical spaces of discovery
This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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University Library System, University of Pittsburgh
2023-06-01
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| Series: | Dialogic Pedagogy |
| Subjects: | |
| Online Access: | http://dpj.pitt.edu/ojs/dpj1/article/view/504 |
| _version_ | 1797813271711973376 |
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| author | Josephine Moate Eva Vass |
| author_facet | Josephine Moate Eva Vass |
| author_sort | Josephine Moate |
| collection | DOAJ |
| description |
This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices – our philosophies, contexts, professional orientations, and empirical puzzles – into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.
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| first_indexed | 2024-03-13T07:50:44Z |
| format | Article |
| id | doaj.art-1ce966caf87449989a488e74bd5ce6bf |
| institution | Directory Open Access Journal |
| issn | 2325-3290 |
| language | English |
| last_indexed | 2024-03-13T07:50:44Z |
| publishDate | 2023-06-01 |
| publisher | University Library System, University of Pittsburgh |
| record_format | Article |
| series | Dialogic Pedagogy |
| spelling | doaj.art-1ce966caf87449989a488e74bd5ce6bf2023-06-02T18:38:27ZengUniversity Library System, University of PittsburghDialogic Pedagogy2325-32902023-06-0111110.5195/dpj.2023.504Exploring dialogical spaces of discoveryJosephine Moate0Eva Vass1University of Jyväskylä, FinlandWestern Sydney University, Australia This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices – our philosophies, contexts, professional orientations, and empirical puzzles – into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice. http://dpj.pitt.edu/ojs/dpj1/article/view/504dialogic-dialectic-dialogic flowinteranimationnatural inclusionalityteacher education |
| spellingShingle | Josephine Moate Eva Vass Exploring dialogical spaces of discovery Dialogic Pedagogy dialogic-dialectic-dialogic flow interanimation natural inclusionality teacher education |
| title | Exploring dialogical spaces of discovery |
| title_full | Exploring dialogical spaces of discovery |
| title_fullStr | Exploring dialogical spaces of discovery |
| title_full_unstemmed | Exploring dialogical spaces of discovery |
| title_short | Exploring dialogical spaces of discovery |
| title_sort | exploring dialogical spaces of discovery |
| topic | dialogic-dialectic-dialogic flow interanimation natural inclusionality teacher education |
| url | http://dpj.pitt.edu/ojs/dpj1/article/view/504 |
| work_keys_str_mv | AT josephinemoate exploringdialogicalspacesofdiscovery AT evavass exploringdialogicalspacesofdiscovery |