Dialogic Teaching and Moral Learning: Self-Critique, Narrativity, Community and "Blind Spots"

Autor/in	English, Andrea R.
Titel	Dialogic Teaching and Moral Learning: Self-Critique, Narrativity, Community and "Blind Spots"
Quelle	In: Journal of Philosophy of Education, 50 (2016) 2, S.160-176 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12198
Schlagwörter	Moral Development; High Stakes Tests; Educational Policy; Teaching Methods; Accountability; Expertise; Memorization; Critical Thinking; Socialization; Educational Psychology; Teacher Evaluation; Foreign Policy; Capacity Building; Critical Theory; Popular Education; Test Results; Teacher Competencies; Educational Philosophy + Suchen Sie Ihr Suchwort? Moralische Entwicklung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Verantwortung; Expert appraisal; Gedächtnistraining; Kritisches Denken; Socialisation; Sozialisation; Erziehungspsychologie; Pädagogische Psychologie; Teacher appraisal; Lehrerbeurteilung; Außenpolitik; Kritische Theorie; Befreiungspädagogik; Lehrkunst; Bildungsphilosophie; Erziehungsphilosophie
Abstract	In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching offer a different view of teaching, one that counters mechanical, transmissive or "monologic" teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of "being with learners" and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners' identification and exploration of their own blind spots--that is, the limits of knowledge and ability--and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01