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Rapanta, Chrysi; Macagno, Fabrizio – Dialogic Pedagogy, 2023
Goal: The problem of the authenticity of teacher questions has not received sufficient attention from educational researchers interested in the intersection between dialogue and argumentation. In this paper, we adopt a definition of authentic questions as dialogical units that prompt teacher-student interactions that are both productive (i.e.,…
Descriptors: Classroom Communication, Persuasive Discourse, Dialogs (Language), Cues
Sabey, David – Dialogic Pedagogy, 2022
This paper draws on Bakhtin's ethico-ontological vision of dialogue to theorize "relational becoming" on a micro-level. To do so, it introduces three "ethical dimensions of dialogue" (responsibility, responsiveness, and capacitation) and develops the interrelated concepts of addressability and presencing as analytical lenses.…
Descriptors: Dialogs (Language), Classroom Communication, Controversial Issues (Course Content), Political Attitudes
Skaftun, Atle – Dialogic Pedagogy, 2019
Bakhtin is a source of theoretical inspiration for educational research. This article will be an attempt to activate also Bakhtin's analytical practice and his methodology. I will explore and elaborate the typology of discursive relations which are suggested in Bakhtin's book on Problems of Dostoevsky' Poetics (Bakhtin ,1984), and the potential…
Descriptors: Discourse Analysis, Classroom Communication, Classification, Literature
Rees, Carol; Roth, Wolff-Michael – Dialogic Pedagogy, 2017
Triadic dialogue, the Initiation, Response, Evaluation sequence typical of teacher /student interactions in classrooms, has long been identified as a barrier to students' access to learning, including science learning. A large body of research on the subject has over the years led to projects and policies aimed at increasing opportunities for…
Descriptors: Foreign Countries, Science Instruction, Inquiry, Grade 7
Brown, Alexis Carmela – Dialogic Pedagogy, 2016
Literacy and language development is a central aspect of educational theory and practice. One area of literacy and language research that has had a lot of attention is dialogic teaching (Bakhtin, 1984; Freire, 1970; Murphey, Wilkinson, Soter, Hennessey, & Alexander, 2009; Reznitskaya & Gregory, 2013). However, there is limited research on…
Descriptors: Classroom Communication, Teaching Methods, Discourse Analysis, Video Technology
Arya, Diana J.; Parker, Jessica K. – Dialogic Pedagogy, 2015
Global efforts to prepare young developing minds for solving current and future challenges of climate change have advocated interdisciplinary, issues-based instructional approaches in order to transform traditional models of science education as delivering conceptual facts (UNESCO, 2014). This study is an exploration of the online interactions in…
Descriptors: High School Students, Cross Cultural Studies, Computer Mediated Communication, Climate
Kamberelis, George; McGinley, William; Welker, Alyson – Dialogic Pedagogy, 2015
In this report, we argue that some of the most productive and edifying kinds of literature discussions among certain ages/grade levels may be best understood as "mangles of practice" (Pickering, 1995). Mangles of practice involve the coalescence of planned and contingent forces, and they produce emergent or self-organizing…
Descriptors: Literature, Discussion, Teaching Methods, Dialogs (Language)
Hauk, Shandy; Toney, Allison; Jackson, Billy; Nair, Reshmi; Tsay, Jenq-Jong – Dialogic Pedagogy, 2014
The accepted framing of mathematics pedagogical content knowledge (PCK) as part of mathematical knowledge for teaching has centered on the question: What mathematical reasoning, insight, understanding, and skills are required for a person to teach elementary mathematics? Many have worked to address this question in K-8 teaching. Yet, there remains…
Descriptors: Models, Pedagogical Content Knowledge, Mathematics Instruction, Teaching Experience