An Exploration of Teacher Learning through Reflection from a Sociocultural and Dialogical Perspective: Professional Dialogue or Professional Monologue?

Autor/inn/en	Huang, Alan; Klein, Markus; Beck, Anna
Titel	An Exploration of Teacher Learning through Reflection from a Sociocultural and Dialogical Perspective: Professional Dialogue or Professional Monologue?
Quelle	In: Professional Development in Education, 49 (2023) 2, S.353-367 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Alan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1787192
Schlagwörter	Foreign Countries; Reflection; Preservice Teacher Education; Graduate Students; Dialogs (Language); Peer Relationship; Teacher Student Relationship; Metacognition; Learning Strategies; Questionnaires; Preservice Teachers; Student Attitudes; Student Experience; United Kingdom (Scotland); Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Dialog; Dialogs; Dialogue; Dialogues; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schülerverhalten; Studienerfahrung
Abstract	This study investigated how student teachers on a Scottish teacher education programme learn by reflecting on professional dialogue experiences. Reflection on one's own experiences and practices is at the heart of all activities that teachers do. By linking professional dialogue with reflective practice, we examined factors that contribute to student teachers' general approaches to professional learning on the programme and the way in which meaning is (co-)constructed and (re-)negotiated in professional dialogue. The results showed that the thought, discourse and social-affective dimensions of professional dialogue are inter-related. Furthermore, both student teachers' personal background and their learning context may be related to the approaches to professional learning. The results also showed that student teachers' reflection tended to be descriptive with little or no consideration of the underlying educational issues or theories. In terms of discursive patterns, there was a tendency for one speaker to dominate professional dialogue or rather 'professional monologue'. Therefore, we argue that there is a need for teacher education institutions to develop student teachers' awareness of the value of professional dialogue and of the dialogic space it creates which has the potential to enhance and transform the opportunities for teacher professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01