Dialogic Reflection: An Exploration of Its Embodied, Imaginative, and Reflexive Dynamic

Brown, Hilary; Sawyer, Richard D.

doi:10.1057/978-1-137-52712-7_1

Cited by 7 publications

(8 citation statements)

References 1 publication

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“…However, in this study, our autoethnographies did not emerge in isolation but were considered as forming in the dialogic space of being together as two colleagues and discussing our experiences, common concerns, and differences of approach as teacher educators (Brown & Sawyer, 2016). We thus categorise our approach to data generation as collaborative autoethnography because it embodies a collective and constructivist understanding, has a narrative turn, and reflects multivocality in that while our autoethnographic texts emerged out of our discussion about practice they still contain our individual voices and perspectives (Hernandez et al, 2017).…”

Section: Methodsmentioning

confidence: 95%

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Creely¹,

Lyons²

2022

AJET

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The move to online learning triggered by COVID-19 lockdowns in 2020 and 2021 necessitated a rapid movement to effectively design synchronous digital learning environments. In such environments research suggests that a flipped approach to teaching and learning is most appropriate in learning environments mediated by technologies. This article examines the experiences of two teacher educators in dealing with online learning environments in a time of change and examines the shift to a flipped approach in teaching literacy units that are part of a postgraduate initial teacher education degree at a university in Melbourne, Australia. The article presents a collaborative autoethnography of the experiences of the teacher educators, shared as a set of curated narrative vignettes, and analyses the thinking that supports the implementation of flipped learning. These practice narratives are understood through the lens of collaborative learning theory which emphasises negotiated meanings and knowledge creation within groups. In post-COVID times this article points to future possibilities for a flipped learning approach in hybrid or mixed learning environments and offers a conceptual process model for designing learning in response to change. Implications for practice or policy: Teacher educators may need to reconsider learning design for online and hybrid environments. Universities may need to be more open to student-centred pedagogies such as flipped learning. Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery.

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Section: Methodsmentioning

confidence: 95%

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Creely¹,

Lyons²

2022

AJET

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“…Dialogic reflection -i.e., where discussion forms part of the reflective process -allows the learner to articulate their views, and then disrupt and reconceptualise their thinking (Brown & Sawyer, 2016). Through this type of dialogue, the learner demonstrates agency and ownership over their learning journey (Wen et al, 2015).…”

Section: Why This Idea?mentioning

confidence: 99%

Ideas for Active Learning

2022

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“…As a critical approach, embodied knowledge help to address the challenge of “assumptions” (Bresler, 2018), which are innately inherent in the analysis of qualitative data. According to Brookeld (1995, in H. Brown & Sawyer, 2016) “we are our assumptions”; consequently, “becoming aware of the implicit assumptions that frame how we think, and act is one of the most challenging intellectual puzzles we face in our lives” (p. 2).…”

Section: Introductionmentioning

confidence: 99%

Dancing the Data: A Duo-Ethnographic Exploration Toward Dialogic Reflexivity in Qualitative Data Analysis

Snyder

Turesky

2022

Qualitative Inquiry

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Qualitative researchers continue to push methodological boundaries to study social phenomena using arts-based practices. Research methodologists suggest that the arts open new possibilities in research through the very nature of the arts to stimulate and evoke perspectives. The arts promote dialogue, which yields new insights, highlights multiple meanings, and questions norm-based traditions. This article presents findings from a duo-ethnography to explore the application of the arts as a dialogic-reflexive process during the data analysis phase in qualitative research. Findings contribute with insights into how science and culture are combined methodologically to facilitate dialogic-reflexivity in research and meaning-making.

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Dialogic Reflection: An Exploration of Its Embodied, Imaginative, and Reflexive Dynamic

Cited by 7 publications

References 1 publication

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Ideas for Active Learning

Dancing the Data: A Duo-Ethnographic Exploration Toward Dialogic Reflexivity in Qualitative Data Analysis

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