Epistemological Approaches to Dialogic Teaching in a Conventional Setting - Critical Review

Elkader, Nermine Abd

doi:10.5195/dpj.2014.83

Cited by 4 publications

(2 citation statements)

References 14 publications

(14 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…En conclusión, el concepto de CPA en este estudio, significa una comunidad en la que los maestros exploran y mejoran continuamente, todas las áreas de las actividades de enseñanza-aprendizaje mediante el aprendizaje activo y la cooperación con sus colegas, con el fin de lograr el crecimiento de los estudiantes y la promoción del aprendizaje (Elkader, 2014y Robin, 2004.…”

Section: Comunidad Profesional De Aprendizajeunclassified

La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje

et al. 2021

View full text Add to dashboard Cite

El objetivo del presente estudio fue analizar la eficacia docente en la cultura organizativa de las escuelas y la comunidad profesional de aprendizaje. La investigación fue de carácter cuantitativo, con una muestra constituida por muestreo aleatorio simple de 359 profesores que trabajaban en escuelas de nivel inicial, básico y general unificado de las ciudades de Cuenca y Azogues, Ecuador. Se aplicó como instrumentos cuatro cuestionarios tipo Likert de cinco opciones de respuesta, con el método de análisis de prueba t, F y Sheffe. Mediante el análisis de correlación y regresión múltiple, los resultados indicaron que los maestros responden a la organización de la escuela, según sus características personales. La cultura organizativa de la escuela se está transformando gradualmente, en una cultura positiva e ideal. La comunidad profesional de aprendizaje tuvo un efecto positivo en la eficacia de los maestros. Como conclusión, la cultura organizativa de la escuela y la comunidad profesional de aprendizaje debe ir más allá de la dimensión interactiva y pasar a la dimensión de la integración como elementos de la mejora de la escuela para obtener una mayor eficacia pedagógica.

show abstract

Section: Comunidad Profesional De Aprendizajeunclassified

La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Teachers in this study used dialogic pedagogies to help them understand their students' cultural background of science, which in turn helped them to know how to manage and respond to the students' voices in a way to make the students focus on learning the school science and achieve their learning targets (Meyer & Crawford, 2011. In this sense, teachers use these dialogic pedagogies as a 'bridge' tool or 'scaffold' tool, also called 'teacher-led dialogues' (Abd Elkader, 2014;Scott, Aguiar, Mortimer, 2006;Skidmore, 2006), to find a sensible way to avoid confronting the students' cultural diversity but get them focus on school science. This view of school science, science teaching and science learning constrains the effectiveness these dialogic pedagogies can offer to respond to the students' cultural diversity and use these cultural differences as part of the pedagogy that can help students learn about the nature of science (Alexander, 2004;Brown, Boda, Lemmi, & Monroe, 2018;Richards, 2019).…”

Section: Teachers' Use Of the Dialogic Pedagogy For The School Science Agenda But Not For The Diversity Agendamentioning

confidence: 99%

The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom

Mansour

2020

International Journal of Science Education

View full text Add to dashboard Cite

The literature displays several related tendencies that seem to draw together into two main positions: one focused on the identities/subjectivities of those learning science, that is, the culturally and linguistically diverse students themselves; and the second, on considerations of science as culturally located, Western and non-Western knowledge. This study adopts a sociocultural view of science that views science as a cultural way of knowing, and acknowledges that it is laden with cultural understandings, interpretations, and a language of its own. This study explored the interplay between science teachers' pedagogical beliefs, scientific evidence, and diversity. This paper reports findings derived from qualitative data including interviews and journal field notes observations. The interview sample comprised seven primary school science teachers and nine secondary science teachers. The findings indicated that there was a reliance on dialogic teaching strategies to teach for the school science agenda, but not for the diversity agenda. The findings show that teachers used evidence pedagogy through using their dialogic pedagogy which act as mechanisms to avoid confronting and dealing with diversity, or with the diverse students' concerns. Teachers use these dialogic pedagogies as a 'teacher-led dialogues' tool. Conclusions from the study argue that science teachers need a clear sense of their own views of science in their cultural context in order to be able to understand those of their students and to engage with these views and enhance the use of the dialogic pedagogy by integrating these cultural beliefs into the science discourse.

show abstract

Getting Contentious in Foundation

Baynton¹,

Jackson²

2017

Quality Learning

View full text Add to dashboard Cite

Epistemological Approaches to Dialogic Teaching in a Conventional Setting - Critical Review

Cited by 4 publications

References 14 publications

La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje

La eficacia pedagógica en la cultura organizativa escolar y la comunidad profesional de aprendizaje

The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom

Getting Contentious in Foundation

Contact Info

Product

Resources

About