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ERIC Number: EJ1130975
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
Reference Count: 77
ISBN: N/A
ISSN: ISSN-0950-0782
Toward a More Dialogic Pedagogy: Changing Teachers' Beliefs and Practices through Professional Development in Language Arts Classrooms
Wilkinson, Ian A. G.; Reznitskaya, Alina; Bourdage, Kristin; Oyler, Joseph; Glina, Monica; Drewry, Robert; Kim, Min-Young; Nelson, Kathryn
Language and Education, v31 n1 p65-82 2017
In this paper, we report findings from the second year of a three-year research and professional development program designed to help elementary school teachers engage in dialogic teaching to support the development of students' argument literacy. We define argument literacy as the ability to comprehend and formulate arguments through speaking, listening, reading, and writing. The professional development program was focused on promoting teachers' use of a specific type of talk called "inquiry dialogue" to achieve the goal of developing students' argument literacy. We used a single-group pretest-posttest design to assess the impact of the professional development on teachers' epistemological beliefs and their enactment of inquiry dialogue in text-based discussions. Our analyses of videotaped discussions at the beginning and end of the year showed that there were substantial improvements in teachers' facilitation of inquiry dialogue and in the quality of students' argumentation during discussions. Contrary to expectations, however, there were no changes in teachers' epistemology; teachers' beliefs about knowledge and knowledge justification remained at a relativist stage throughout the course of the program, suggesting that teachers continued to view all opinions as equally valid and regard arguments and the use of reasons and evidence as idiosyncratic.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New Jersey; Ohio
IES Funded: Yes
Grant or Contract Numbers: R305A120634