Investigation of Dialogic Teaching Principles According to Educational Ideologies of Teacher Candidates

Abstract

The study aims to investigate how teacher candidates with different ideologies differ in their use of dialogic learning principles in the dialogic teaching. The design of the study is a multiple case study in qualitative research methods. The educational ideologies of teacher candidates identify the cases of the study. The data were derived from the rubric results filled by the teacher candidates and the focus group interviews at the end of the lessons. The results showed that there is no difference in the levels of dialogic teaching principles of teacher candidates with different educational ideologies. The study is important in terms of showing how the characteristics of the dialogic principles change in teacher candidates that has albeit implicitly an ideology. Also, it shows that how participants with different educational ideologies differ in a dialogic learning environment due to their ideology.

Keywords

• Dialogic Teaching
• Educational Ideologies
• Teacher Candidates

References

1. Alexander, R. (2004). Towards dialogic teaching: Rethinking classroom talk. Cambridge Dialogs. Bakhtin, M. (1981). Dialogic imagination: Four essay. University of Texas Press.
2. Bambha-Arora, P. (2018). In a cultural remix English class: Enacting dialogic pedagogy to promote critical cultural perspectives. [Unpublished doctoral dissertation]. State University of New York.
3. Beyazbal, S. (2018). İngilizce öğretim sürecinde diyalojik pedagojinin uygulanmasına yönelik fırsat ve sınırlılıkların incelenmesi [Yayınlanmamış yüksek lisans tezi]. Çanakkale Onsekiz Mart Üniversitesi.
4. Brameld, T. (1955). Philosophies of education in cultural perspective. Dryden.
5. Brufee, K. A. (2010). Taking the common ground beyond cultural identity. Change: The magazine of Higher learning, 34(1), 10-17. https://doi.org/10.1080/00091380209601830
6. Creswell, J. W. (1998). Qualitattive inquiry and research design:Choosing among five tradions. Sage Publication. Duvall, E. (2007). What a difference an ideology makes: An alternative pedagogical orientation to neoliberal values in education. In R. Alanen & S. Pöyhönen (Eds.), Language in action: Vygotsky and Leontievian legacy today (pp.1-35). Cambridge Scholars Publishing.
7. Evans, R. W. (1991, April). Educational ideologies and multicultural education [Conference Session]. the Annual Meeting of the American Educational Research Association, Chicago. Facundo, B. (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation, Available from http://www.uow.edu.au/arts/sts/bmartin/dissent/documents/ Facundo/Facundo.html. Freire, P. (1970) Pedagogy of oppressed. Herder and Herder.
8. Fiore, K., & Elsasser, N. (1982). 'Strangers no more': A liberatory literacy curriculum. College English, 44, 115-128. https://doi.org/10.2307/376825

9. Garcia-Carrion, R., Lopez de Aguileta, G., Padros, M. & Ramis-Salas, M. (2020). Implications for social impact of dialogic teaching and learning. Frontiers in Psychology, 11(140), 1-11. https://doi.org/10.3389/fpsyg.2020.00140
10. Gutek, G. L. (2004). Philosophical and ideological voices in education. Pearson Education.
11. Hancı-Yerli, A. (2008). Investigation differences in educational ideologies of school leaders in Mersin in relation to gender, academic degree, and in-service training [Yayınlanmamış yüksek lisanstezi]. Middle East Technical University.
12. Johnston, K. (1981). The production of conservative educational ideologies. Discourse: Studies in the Cultural, Politics of Education, 1, 9-21. https://doi.org/10.1080/0159630810020102
13. Kibler, A., Valdés, G. & Walqui, A. (2021). A vision for critical dialogic education. In A.Kibler, G. Valdés, & A. Walqui (Eds.), Reconceptualizing the role of critical dialogue in American classrooms: Promoting equity through dialogic education (pp. 1-22). Routledge.
14. Kim, H. (2021). The construction of different educational ideologies for Korean students during The Japanese colonial era. Cogent Education, 8(1), 1-19. https://doi.org/10.1080/2331186X.2021.1940630
15. Kiraz, E. & Özdemir, D. (2006). The relationship between educational ideologies and technology acceptance in Pre-service teachers. Educational technology & Society, 9(2), 152-165.
16. Konarzewski, K. (1998). Educational ideologies of Polish teachers. Teachers and Teaching, 4(2), 259-271. https://doi.org/10.1080/1354060980040205
17. Lamm, Z. (1986). Ideologies and educational thought. In D. Bar-Tal (Ed.), Psychology and Counseling in Education. Jerusalem: Ministry of Education.
18. Lawson, P. O. (1977). Reviewed work: Towards an analysis of discourse by J. McH. Sinclair, R. M. Coulthard. TESOL Quarterly, 11(2), 203-206.
19. Lehesvuori, S. (2013). Towards dialogic teaching in science: Challenging classroom realities through teacher education [Unpublished doctoral dissertation]. Jyvâskylâ University.
20. Livingstone, D. W. (2012). Class, ideologies, and education futures. Routledge Publication. https://doi.org/10.4324/9780203127186
21. Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22(3), 222-240.
22. Lynch, K. (1987). Dominant ideologies in Irish educational thought: Consensualism, essentialism and meritocratic individualism. The Economic and Social Review, 18(2), 101-122.
23. Matusov, E. (2009). Journey into dialogic pedagogy. Nova Science Publishers
24. Meijer, P. C., Korthagen, F. A. J. & Vasalos, A. (2009). Supporting presence in teacher education: The connection between the personal and professional aspects of teaching. Teaching and Teacher Education, 25(2), 297-308. https://doi.org/10.1016/j.tate.2008.09.013
25. Mercer, N. (2002). The art of interthinking. Teaching thinking 7, Spring: 8–11.
26. Mercer, N., Dawes, L. & Staarman, J. K. (2009). Dialogic teaching in the primary science classroom. Language and Education, 23(4) 353-369. https://doi.org/10.1080/09500780902954273
27. McLaren, P., & Lankshear, C. (1994). Politics of liberation: Paths from Freire. Routledge.
28. McLaren, P., & Leonard, P. (1993). Paulo Freire: A critical encounter. Routledge.
29. Mohanty, C. T. (1990). On race and voice: Challenges for liberal education in 1990s. Cultural Critique, 14, 179-208.
30. Moore, R. & Hickox, M. (2006). Vocationalism and education change. The curriculum Journal, 5(3), 281-293. https://doi.org/10.1080/0958517940050302
31. Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research and Evaluation, 7(3), 1-5. https://doi.org/10.7275/a5vq-7q66
32. Navaz, A. M. M. (2020). Developing a framework for understanding lecturer-student interaction in English-medium undergraduate lectures in Sri Lanka: First step towards dialogic teaching. International Journal of English Linguistics, 10(6), 395-409. https://doi.org/10.5539/ijel.v10n6p395
33. O'Neill, W. F. (1990). Educational ideologies contemporary expressions of educational philosophy. Kendall / Hunt Publishing Company.
34. Parkay, F. W. (2020). Becoming a teacher. Pearson Education.
35. Paterson, L. (2010). The three educational ideologies of the British Labour Party, 1997-2001. Oxford Review of Education, 29(2), 165-185. https://doi.org/10.1080/0305498032000080666
36. Rodriguez- Scheel, A. C. (2015). Preparing early childhood educators for diverse classrooms:Engaging identity through dialogic pedagogy [Unpublished doctoral dissertation]. University of California.
37. Sedova, K., Sedlacek, M. & Svaricek, R. (2016). Teacher professional development as means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25. Doi: 10.1016/j.tate.2016.03.005
38. Shor, I. (1987). Critical teaching and everyday life. University of Chicago Press.
39. Siegel, H. (2009). Philosophy of education. Oxford University Press.
40. Simpson, A. (2016). Dialogic teaching in the initial teacher education classroom: “Everyone’s voice will be heard”. Research Paper in Education, 31(1), 89-106. Doi: 10.1080/02671522.2016.1106697
41. Sinclair, J. M. & Coulthard, R. M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.
42. Srinivasan, M., Wilkes, M., Stevenson, F., Nguyen, T., & Slavin, S. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1), 74-82. Doi: 10.1097/01.ACM.0000249963.93776.aa
43. Spring, J. (2004). How educational ideologies are shaping global society.Lawrence Erlbaum Associates.
44. Stake, E. R. (1995). The art of case study research. Sage Publications.
45. Suissa, J. (2006). Anarchism and education: A philosophical perspective. Routledge Publication. https://doi.org/10.4324/9780203965627
46. Teo, P. (2019). Teaching for the 21st century: A case for dialogic pedagogy. Learning, Culture and Social Interaction, 21, 170-178. Doi: 10.1016/j.tate.2016.01.019
47. Teo, P. (2016). Exploring the dialogic space in teaching: A study of teacher talk in the pre- university classroom in Singapore. Teaching and Teacher Education, 56, 47-60. Doi: 10.1016/j.tate.2016.01.019
48. Ten Dam, G., Volman, M. (2004). Critical thinking as a citizenship competence: Teaching strategies. Learning and Instruction, 14, 359-379. Doi: 10.1016/j.learninstruc.2004.01.005
49. Vygotsky L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
50. Ward, I. (1994). Literacy, ideology, and dialogue: Towards a dialogical pedagogy. State University of New Yok.
51. Yin, R. K. (2003). Case study research: Design and methods. Sage Publications. https://doi.org/10.33524/cjar.v14i1.73