MURAL - Maynooth University Research Archive Library



    Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms


    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

    [img]
    Preview
    Download (629kB) | Preview


    Share your research

    Twitter Facebook LinkedIn GooglePlus Email more...



    Add this article to your Mendeley library


    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:

    Repository Staff Only(login required)

    View Item Item control page

    Downloads

    Downloads per month over past year