Wilkinson, Ian A.G. and Reznitskaya, Alina and Bourdage, Kristin and Oyler, Joseph and Glina, Monica and Drewry, Robert and Kim, Min-Young and Nelson, Kathryn
(2017)
Toward a more dialogic pedagogy: changing
teachers’ beliefs and practices through
professional development in language arts
classrooms.
Language and Education, 31 (1).
pp. 65-85.
ISSN 1747-7581
Abstract
In this paper, we report findings from the second year of a threeyear
research and professional development program designed to
help elementary school teachers engage in dialogic teaching to
support the development of students’ argument literacy. We define
argument literacy as the ability to comprehend and formulate
arguments through speaking, listening, reading, and writing. The
professional development program was focused on promoting
teachers’ use of a specific type of talk called ‘inquiry dialogue’ to
achieve the goal of developing students’ argument literacy. We
used a single-group pretest-posttest design to assess the impact of
the professional development on teachers’ epistemological beliefs
and their enactment of inquiry dialogue in text-based discussions.
Our analyses of videotaped discussions at the beginning and end of
the year showed that there were substantial improvements in
teachers’ facilitation of inquiry dialogue and in the quality of
students’ argumentation during discussions. Contrary to
expectations, however, there were no changes in teachers’
epistemology; teachers’ beliefs about knowledge and knowledge
justification remained at a relativist stage throughout the course of
the program, suggesting that teachers continued to view all
opinions as equally valid and regard arguments and the use of
reasons and evidence as idiosyncratic.
| Item Type: |
Article
|
| Keywords: |
Classroom dialogue; dialogic;
teacher development; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
11429 |
| Identification Number: |
https://doi.org/10.1080/09500782.2016.1230129 |
| Depositing User: |
Joe Oyler
|
| Date Deposited: |
22 Oct 2019 14:23 |
| Journal or Publication Title: |
Language and Education |
| Publisher: |
Taylor & Francis (Routledge) |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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