ERIC Number: ED421717
Record Type: RIE
Publication Date: 1998-Mar
Cognitive Dissonance in the English Education Classroom.
Dreyer, Diana Y.
A teacher training course must serve as a model of turning theory into practice--a student-centered, collaborative effort involving active learners taking charge of their own learning--and that includes the teacher as well as the students. Only by active reading, writing, listening, and talking about these ideas--as opposed to merely being told to do them in their own classrooms--can teachers in training make them their own. Without such ownership, it cannot be expected that anyone will create an interactive, transactional classroom. Two students responded to this teaching with "does this stuff really work?" and "yeahbut." Four years later, when one student was asked if she had found that "this stuff really does work," she confirmed that it did. A second student wrote a comprehensive course plan, clearly containing global revisions of past practice and including the new philosophical approach to teaching, and later reported twice on the success of her new approach to teaching. The attempt to discover whether voices of cognitive dissonance within classrooms abet rather than sabotage what theory and research tell about how people learn showed an educator that: collaborative, transactional learning practices elicit a fuller range of voices; these diverse voices lead to negotiation of socially constructed interpretations of texts, theory, and practice; such negotiations promote a sense of engagement with and ownership of texts, theory, and practice; and informed practices amplify all classroom voices. (CR)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Spring Conference of the National Council of Teachers of English (Albuquerque, NM, March 19-21, 1998).