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ERIC Number: EJ1072982
Record Type: Journal
Publication Date: 2015
Pages: 23
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1468-1366
The Moral Journey of Learning a Pedagogy: A Qualitative Exploration of Student-Teachers' Formal and Informal Writing of Dialogic Pedagogy
Moate, Josephine; Sullivan, Paul
Pedagogy, Culture and Society, v23 n3 p411-433 2015
Students of education encounter a range of pedagogies yet how future teachers' appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on "dialogic pedagogy" in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland