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ERIC Number: EJ794688
Record Type: Journal
Publication Date: 2008-Jul
Pages: 13
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0742-051X
Dialogue as a Catalyst for Teacher Change: A Conceptual Analysis
Penlington, Clare
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n5 p1304-1316 Jul 2008
Teacher-teacher dialogue is a central activity within many professional learning programs. Understanding how and why dialogue works as an effective tool for teacher change is a question, however, that needs more careful probing in the extant literature. In this paper, I draw upon the philosophical theory of practical reason in order to show why and how teacher-teacher dialogue plays such a crucial role in the evolution of teacher practice. This conceptual analysis also builds our understanding as to the kinds of teacher-teacher dialogues that are more likely to be effective at catalyzing teacher learning.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A