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ERIC Number: EJ995228
Record Type: Journal
Publication Date: 2012-Aug
Pages: 20
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0313-5373
"Talking to Learn": Focussing Teacher Education on "Dialogue" as a Core Practice for Teaching and Learning
Edwards-Groves, Christine J.; Hoare, Rhonda L.
Australian Journal of Teacher Education, v37 n8 Article 6 Aug 2012
Classroom interaction, as a core practice of teaching and learning, remains a "taken-for-granted" and under-examined dimension of teacher education. This paper reports preliminary findings from an empirical investigation of pre-service teacher's development of skills in classroom interaction as core educational practice. Specifically, the paper presents findings from a faculty-wide initiative involving first year Bachelor of Education students from one rural/regional university in NSW, Australia. The research investigated the impact that a focus on the role of dialogue for learning--both in university subjects and practising in classroom sites--has on 124 first year education pre-service teachers' interaction practices with students in their professional experience placements. Findings show that if pre-service teachers experience classroom interactive practices as the object of overt focus during their undergraduate studies, understandings about effective pedagogy and teacher development will develop from beyond a "taken-for-granted" dimension of teaching practice. (Contains 1 figure.)
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia