Democratic Practices and Dialogic Frameworks

Abstract

This article examines how the democratic practices of a teamed model of student teaching affect the student teachers’ susceptibility to be “summoned” by cultural myths of teaching as described by Britzman. Development and implementation of the teamed model was the basis for a case study of the mediation of power within the context of a student teaching experience. The teamed model was designed to develop dialogic practices that breach the dualism of theory and practice. The study was grounded in critical theory. Action research provided the framework for the participants’ systematic inquiry and reflection of pedagogy and served as a catalyst for implementing democratic practices within the teamed model. Findings reveal the possibilities for democratic practices to reposition mythical images of teaching from individual enterprise to a socially negotiated experience.

Understandings of mentoring in school placement settings within the context of initial teacher education in Scotland: dimensions of collaboration and power

“…Any other contact tends to be limited which is insufficient in developing a substantive mentoring relationship with the mentee. 'Teamed models' of mentoring, where teacher mentors, university tutors and mentees collaborate in the mentoring process (Fenimore-Smith 2004), are not evident. These kinds of partnership arrangements are emerging from other ITE providers such as the University of Glasgow's use of 'hub' schools where university tutors and school staff work more closely together to promote quality and consistency of placement experiences (Menter, Baumfield, Carroll, Dickson, Hulme, Lowden and Mallon 2011).…”

Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts

“…Myers (2007) reports that politically active teachers tend to make use of their experiences in their teaching about and for democracy. Other studies highlight that teacher education can provide tools for doing democracy in teacher education by introducing alternatives in order to breach the dualism between theory and practice through critical theory (Fenomore-Smith, 2004), by questioning cultural hegemonies (Banks, 2001) in teacher education practice, or by including students from culturally diverse groups (Mirra & Morrell, 2011).…”

Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice

“…The project was developed based on the fundamental premise that it is through quality interactions with students in classrooms that teaching efficacy is constituted [28]. It centred on the development of quality classroom interactions and dialogic pedagogies of PSTs-issues of practical concern for education globally [29][30][31][32]. In fact, it aimed to redress the fact that classroom talk and developing dialogic teaching practices in classrooms remains implicit, takenfor-granted and under-examined in preservice teacher education courses [33].…”

“…Here participating meant listening to the students as they build their recounts to the initial question posed by Ben, "what did you do yesterday?" What unfolded was a sequence of turns whereby the students developed a collective response adding onto the turns of others (turns 2-8), asking for clarification from others (turn 22; 27-32), questioning (turns 24) and challenging another student's point (turns 24,[25][26][27][28][29][30][31][32][33]. Practising interacting with these students involved talking with and listening to their responses.…”