Dialogical Pedagogy in Teacher Education: Toward an Education for Democracy

Ferniandez-Balboa, Juan-Miguel; Marshall, James P.

doi:10.1177/0022487194045003003

Cited by 36 publications

(30 citation statements)

References 17 publications

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“…Shor (1992) cautions teachers about their proclivities for conducting their classes in a teacher-fronted manner and resisting democratic critical dialogue, as this type of dialogue increases their vulnerability to students' criticisms. Therefore, teachers must remain open to students' feedback, as openness is a prerequisite for dialogical education (Fernandez-Balboa & Marshall, 1994).…”

Section: Discussionmentioning

confidence: 99%

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Abednia

Izadinia

2013

Language Awareness

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This study is a report on the learning processes and outcomes of a reading course with a critical literacy orientation. Twenty-seven BA freshman English literature students (four males and 23 females) at the age range between 18 and 21 participated in a 'Reading Comprehension 1' course at Allameh Tabataba'i University, Tehran. Throughout the course, they were encouraged to deal with the passages they brought to the class in a problem-posing manner. To this end, they were motivated to critically analyze the passages through group discussions and writing reflective journals. The thematic analysis of the collected 126 journals shed light on the development of the students' critical consciousness which emerged in five themes. A detailed discussion of the findings and suggestions for further research are presented.

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Section: Discussionmentioning

confidence: 99%

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Abednia

Izadinia

2013

Language Awareness

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“…These responses of teacher educators show the absence of 'dialogical pedagogy' (discussion on program ideas and listening to participants' voices and concerns) and 'negotiated curriculum' (developing curriculum contents through negotiations) which are central aspects of a democratic teacher education program (Fernandez-Balboa and Marshall 1994). Participation of teacher educators should not be confused with teacher educators' involvement in approving a set of program ideas without any considerable input.…”

Section: Teso's Conceptual Orientations: Discrepancies and Gapsmentioning

confidence: 99%

Reflections on the Teacher Education System Overhaul (TESO) program in Ethiopia: Promises, pitfalls, and propositions

Mekonnen

2008

J Educ Change

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In 2003 the Ethiopian education system experienced wide-ranging reform that touches every aspect of the system. This reform is called TESO (Teacher Education System Overhaul). Designed to address educational problems in Ethiopia, TESO introduced significant structural changes and promised to bring a 'paradigm shift' in the Ethiopian educational system by engaging teacher education in changing society and promoting democratic, practical, and problem-solving education. This paper examines, through an analysis of the TESO document and an examination of the views of teacher educators, TESO's assumptions, mission and the coherence among the various components of TESO. It also reveals gaps and discrepancies between TESO's mission, its reform process, and strategies. The promise and assumptions of TESO are challenged by considering extant realities in Ethiopian schools and evidence from literature on effective teacher education programs and educational reform. The paper reflects on how, by giving priority to equity, TESO compromises on some elements of effective teacher education programs. It is indicated that TESO has been a welcome addition to the Ethiopian education system as it addresses elements that had previously been missing from the system, such as, outlining directions to teacher education, devoting longer duration for practicum, and heeding seriously to the professional preparation of teachers. At the same time, it is contended that the imbalance among program components, its permeability to ill-prepared students and the contradiction between program rhetoric and strategy and reform processes, as described by teacher educators, could be stumbling blocks which prevent TESO from fulfilling its promises.

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“…So, if at all possible, avoid technocratic (e.g., competitive, elitist, standardized, performance-oriented, bureaucratized, discriminatory, dehumanizing) methods and use those based on caring, compassion, inclusion, cooperation, critical refl ection, etc. (see Fernández-Balboa & Marshall, 1994;Noddings, 2002;Steiner, Krank, McLaren, & Bahruth, 2000;Villegas & Lucas, 2002).…”

Section: Refl Ect On the Ethical And Political Implications Of Your Tmentioning

confidence: 99%

“…In this process of awareness raising and struggle, engage in constant and open dialogue (Fernández-Balboa & Marshall, 1994;Freire & Macedo, 1995;Mattuck, 1992;Shor & Freire, 1987), because it is through it that you can (a) become conscious of privilege or oppression; (b) express and clarify thoughts and feelings; (c) practice empathy and solidarity; (d) plan for personal and social transformative actions that promote well-being (Bigelow, 1990;Cook-Sather, 2002;Fernández-Balboa, 2002); and (e) open up alternative voices and discourses, including "languages of critique" and "languages of possibility" (Giroux, 1988): While using the language of critique to bring to the fore the social and historical particularities that shape the dominant forms that give (or deny) meaning to PE, sport, and peopleʼs lives, 4 remember also to balance this language with a "language of possibility"-one that enables alternative forms of self and social empowerment (Giroux, 1988). 5…”

Section: Open Up Alternative Voices and Discourses Through Dialoguementioning

confidence: 99%

The Hegemonic Triumvirate—Ideologies, Discourses, and Habitus in Sport and Physical Education: Implications and Suggestions

Fernández-Balboa

Muros

2006

Quest

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Dialogical Pedagogy in Teacher Education: Toward an Education for Democracy

Cited by 36 publications

References 17 publications

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Reflections on the Teacher Education System Overhaul (TESO) program in Ethiopia: Promises, pitfalls, and propositions

The Hegemonic Triumvirate—Ideologies, Discourses, and Habitus in Sport and Physical Education: Implications and Suggestions

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