scholarly journals Controversies and consensus in research on dialogic teaching and learning

2020 ◽  
Vol 8 ◽  
Author(s):  
Christa S. C. Asterhan ◽  
Christine Howe ◽  
Adam Lefstein ◽  
Eugene Matusov ◽  
Alina Reznitskaya
Keyword(s):  
Teaching And Learning ◽  
Common Interest ◽  
Theoretical Frameworks ◽  
Present Contribution ◽  
Dialogic Teaching ◽  
Dialogic Pedagogy ◽  
Positive Side ◽  
Classroom Dialogue ◽  
Theoretical Foundations

Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement with each other’s work is rare. Scholarly discussions and publications tend to be clustered in separate communities, each characterized by a particular type of research questions, aspects of dialogue they focus on, type of evidence they bring to bear, and ways in which standards for rigor are constructed. In the present contribution, we asked four leading scholars from different research traditions to react to four provocative statements that were deliberately designed to reveal areas of consensus and disagreement[1]. Topic-wise, the provocations related to theoretical foundations, methodological assumptions, the role of teachers, and issues of inclusion and social class, respectively. We hope that these contributions will stimulate cross- and trans-disciplinary discussions about dialogic pedagogy research and theory.[1] The authors of this article are five scholars, the dialogic provocateur and the four respondents. The order of appearance of the authors was determined alphabetically.

Paradigm Shifts in the Pedagogical Approaches

2018 ◽  
pp. 343-362
Author(s):  
Deepika Tiwari
Keyword(s):  
Teaching And Learning ◽  
Dynamic Environments ◽  
Paradigm Shifts ◽  
The Moon ◽  
Theoretical Frameworks ◽  
Knowledge Based ◽  
Conventional Methods ◽  
Changing Knowledge ◽  
Pedagogical Approaches

The last century took us from covered wagons on the pampas to rockets on the moon. Similarly, education has observed a meritorious shift in the new millennium from the conventional methods to the emergence of contemporary approaches. The conventional education systems were based on certain philosophies, theoretical frameworks, and practices which maintained a sluggish environment wherein educating meant to transmit knowledge from expert to amateurs. However, these values and systems do not harmonize with the needs of the current dynamic environments where there is an unbelievable pool of advanced information. In light of this rapidly changing knowledge-based society, the role of teaching and learning is changing dramatically. Now is the era, where countries are looking for the emergence of ‘edupreneurs'.

On the Role of Human Morality in Information System Security

2011 ◽  
pp. 255-271 ◽  
Author(s):  
Mikko T. Siponen
Keyword(s):  
Well Being ◽  
Cultural Relativism ◽  
Future Research ◽  
Research Approach ◽  
Theoretical Frameworks ◽  
Alternative Approach ◽  
Key Issues ◽  
Beijing China ◽  
Theoretical Foundations

This chapter argues, following the scholars of the first category, that human morality has a role as a means for ensuring security. But to achieve this goal solid theoretical foundations, on which a concrete guidance can be based, are needed. The existing proposals (e.g., Kowalski, 1990; Baskerville, 1995; Dhillon & Backhouse, 2000) do not suggest any theoretical foundation nor concrete means for using ethics as a means of ensuring security. The aim of this paper is to propose a framework for the use of ethics in this respect. To achieve this aim, a critique of the relevance of ethics must be considered. The use of human morality as a means of ensuring security has been criticized by Leiwo and Heikkuri (1998a, 1998b) on the grounds of cultural relativism (and hacker ethics/hacking culture). If cultural relativism is valid as an ethical doctrine, the use of human morality as a means of protection is very questionable. It would only be possible in certain “security” cultures, i.e., cultures in which security norms have been established–if at all. However, the objection of Leiwo and Heikkuri (1998a, 1998b) is argued to be questionable. We feel that cultural relativism has detrimental effects on our well-being and security. Things might be better if the weaknesses of cultural relativism were recognized. This paper adopts the conceptual analysis in terms of Järvinen (1997, 2000) as the research approach. An early version of this paper was presented at an international conference on information security (IFIP TC11, Beijing, China, 2000). The chapter is organized as follows. In the second section, the possible ethical theoretical frameworks are discussed. In the third section, the objections to the use of ethics as a means of protection based on cultural relativism (descriptivism) are explored. In the fourth section, an alternative approach based on non-descriptivism is suggested. The fifth section discusses the implications and limitations of this study. The sixth section summarises the key issues of the chapter including future research questions.

scholarly journals Theoretical Promises and Methodological Troubles Capturing Dialogical Discourse in Classroom Research

2020 ◽  
Vol 8 ◽  
Author(s):  
Christian George Gregory
Keyword(s):  
Teaching And Learning ◽  
Empirical Studies ◽  
Historical Context ◽  
Classroom Research ◽  
Conversational Analysis ◽  
Dialogic Pedagogy ◽  
The Past ◽  
Classroom Dialogue ◽  
History Of ◽  
The One

A review of Skidmore, D & K. Murakami (Eds). (2016). Dialogic pedagogy: The importance of dialogue in teaching and learning. Bristol, United Kingdom: Multilingual MattersSkidmore and Murakami’s collection of essays takes on a dual theoretical and empirical project: first, to define and advocate for dialogical classroom pedagogy; and second, to unearth such practice through microstudies of classroom dialogue. This project divides itself neatly in half: the first six chapters trace the theory of dialogic pedagogy, including the history of discourse, coding, and practices, while the remaining seven are devoted to empirical studies marked by a careful microanalysis of dialogue.The work distinguishes itself from scholarship on the dialogical the past 20 years, during which works have either been single-authored, deeply-researched, and theoretical (Matusov, 2009a; Wegerif, 2013) or vast collections of essays organized conceptually (Ball & Freedman, 2004; White & Peters, 2011; Ligorio & Cesar, 2013). While special journal editions have brought new focus to unexplored threads of the dialogical, such as the exploration of silence in the classroom or the history of the School of the Dialogue of Cultures (Matusov 2009b), this collection affords considerable latitude to its theoretical and historical frame. A comparable work of conceptual breadth is that of White (2016), whose publication frames classroom research of lower school learners with concepts from Bakhtin. Like White’s work, Skidmore and Murakami paint at once in broad strokes and miniature: on the one hand, the collection situates dialogical pedagogy into its historical context, interweaving the work of early Russian theorists; at the same time, it offers granular studies of classroom dialogue. Since Skidmore authors or co-authors seven of the 13 chapters, the collection somewhat serves as a project of singular intent, one that raises a persistent question as to whether the methodologies in the studies presented in the second half of the work, focused on Conversational Analysis (CA) and the Discourse Analysis (DA), cohere to the ambitions of dialogical pedagogy offered in the first. In the end, the promise that CA affords greater magnification of classroom moments does not overcome what may be a limitation of the methodology to unearth dialogic pedagogy.

Paradigm Shifts in the Pedagogical Approaches

2016 ◽  
pp. 174-194
Author(s):  
Deepika Tiwari
Keyword(s):  
Teaching And Learning ◽  
Dynamic Environments ◽  
Paradigm Shifts ◽  
The Moon ◽  
Theoretical Frameworks ◽  
Knowledge Based ◽  
Conventional Methods ◽  
Changing Knowledge ◽  
Pedagogical Approaches

The last century took us from covered wagons on the pampas to rockets on the moon. Similarly, education has observed a meritorious shift in the new millennium from the conventional methods to the emergence of contemporary approaches. The conventional education systems were based on certain philosophies, theoretical frameworks, and practices which maintained a sluggish environment wherein educating meant to transmit knowledge from expert to amateurs. However, these values and systems do not harmonize with the needs of the current dynamic environments where there is an unbelievable pool of advanced information. In light of this rapidly changing knowledge-based society, the role of teaching and learning is changing dramatically. Now is the era, where countries are looking for the emergence of ‘edupreneurs'.

Does Collaboration in Teaching Situations Help in Enhancing Teacher's Job Satisfaction?

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Pavneet Bharaj ◽  
Keyword(s):  
Job Satisfaction ◽  
Instructional Practices ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Common Interest ◽  
Equation Modeling ◽  
Theoretical Frameworks ◽  
Supportive Environment

Collaboration dismantles the compartmentalized structure of educational organizations and creates a safe and supportive environment for its teachers. This helps them to share valuable knowledge related to content or pedagogy, with the common interest of creating a better learning environment for the students. Collaboration supports teachers in instructional practices as well as contributes to their job satisfaction. The structure of this paper is guided by theoretical frameworks by DuFour, Eaker, and DuFour's (2005) on collaboration, Bandura's (1977, 1982) social cognitive theory, and Herzberg's (1987) theory of motivation and hygiene. The data from United States teachers' from The Teaching and Learning International Survey (2013) was used to explore the relationship between collaboration, instructional practices, and job satisfaction using structural equation modeling. The results showed that collaboration among teachers cannot directly predict the level of job satisfaction, but significantly predicts job satisfaction when mediated through the use of instructional practices.

scholarly journals SCIENCE AND MATH EDUCATORS AND THEIR STUDENTS’ PERCEPTIONS OF ONLINE TEACHING AND LEARNING: CASE OF THE LEBANESE UNIVERSITY

2021 ◽  
Vol 9 (5) ◽  
pp. 86-103
Author(s):  
Eman Shaaban
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Environment ◽  
Theoretical Frameworks ◽  
Online Teaching And Learning ◽  
Significant Difference ◽  
New Ideas

This study investigated the perceptions of science and math educators and their students at the Lebanese University related to online teaching and learning during the Covid-19 lockdown. For this purpose, two questionnaires were elaborated and validated based on two theoretical frameworks: The Community of inquiry for online learning environments and the Online collaborative learning theory. 35 educators (14 math and 21 science) and 245 students (109 math and 136 science) participated. Results showed that both science and math educators, with no significant difference between them, adjusted their courses for online teaching utilizing new resources shared with students. Online teaching allowed them to create an interactive community that encouraged students to explore concepts, construct explanations, apply and reflect on their learning. Both science and math students agreed that online learning enabled them to be more independent to explore new ideas and reflect on them with the instructor playing the role of a tutor rather than a knowledge transformer. The findings imply that online environment can allow active learning, and can provide the opportunity for students to acquire skills like, problem solving, critical thinking and collaboration. Further research is recommended related to critical thinking in online environment.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

Track 2.a Introduction

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Sucharita BENIWAL ◽  
Sahil MATHUR ◽  
Lesley-Ann NOEL ◽  
Cilla PEMBERTON ◽  
Suchitra BALASUBRAHMANYAN ◽  
...  
Keyword(s):  
Case Studies ◽  
Local Knowledge ◽  
Ways Of Knowing ◽  
Social Contexts ◽  
Knowledge Systems ◽  
Theoretical Frameworks ◽  
Native Communities ◽  
Cultural Systems ◽  
Local Practices

The aim of this track was to question the divide between the nature of knowledge understood as experiential in indigenous contexts and science as an objective transferable knowledge. However, these can co-exist and inform design practices within transforming social contexts. The track aimed to challenge the hegemony of dominant knowledge systems, and demonstrate co-existence. The track also hoped to make a case for other systems of knowledges and ways of knowing through examples from native communities. The track was particularly interested in, first, how innovators use indigenous and cultural systems and frameworks to manage or promote innovation and second, the role of local knowledge and culture in transforming innovation as well as the form of local practices inspired innovation. The contributions also aspired to challenge through examples, case studies, theoretical frameworks and methodologies the hegemony of dominant knowledge systems, the divides of ‘academic’ vs ‘non-academic’ and ‘traditional’ vs ‘non-traditional’.

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