Developing a phenomenographic argument for the exit-level prospective teachers’ conceptions about teaching and learning

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

“…Alternative, even invalid, or incomplete student ideas are welcomed, valued, and featured by the teacher in dialogical teaching. In this dimension, the teacher aims to co-construct school concepts by constantly comparing the difference s in the understanding of each student (Wegerif et al, 2019; Soysal, 2023). Instead of dictating unintegrated knowledge pieces, in the dialogical dimension, the teacher maintains social interaction and verbal exchanges within an intellectually and emotionally comfortable classroom environment (Mau & Harkness, 2021).…”

“…In this dimension, univocality dominates teaching activity, and the teacher acts as the primary knower, judger, and evaluator of the claims of others/students (Alexander, 2018; Soysal, 2023). In monological teaching, although students share their alternative ideas in the public plane of the classroom, the teacher searches for a specific response, which must follow the school science social languages.…”

“…However, in dialectical teaching, some specific instructional actions, such as contrasting, rebutting, or counter-arguing, are centralized (Wegerif, 2008). Therefore, dialectical teaching requires discipline-based academic rigor to reach a warranted collective agreement (Soysal, 2023; Williams & Ryan, 2020). Dialogic teaching requires interaction .…”

“…A teacher may feature monological, dialogical, or dialectical representation techniques in the classroom based on curricular contents under discussion. However, for instance, a student group’s enculturation regarding the negotiation of ideas in the public plane of the classroom may press teachers for adaptive-pragmatic teaching since they may not be familiar with norms of discussion of ideas by the ethos of mutual respect (Boyd & Rubin, 2006; Soysal, 2023). For example, during a lesson, a student may present a baseless claim by trying to make a claim featured for dominating the classroom talk.…”

Education Stakeholders' Views on Teacher’s Scrub

“…The teacher plays an important role not only as a provider of knowledge but also as a guide, mentor, and model. Teaching stands out as a profession that not only interacts with students in the school and classroom environment but is also closely intertwined with parents and society outside the school (Çelikten et al, 2005;Başaran & Aksu, 2007;Özsoy et al, 2010).…”