The Socratic Dialogue and teacher education

Knežić, Dubravka; Wubbels, Theo; Elbers, Ed; Hajer, Maaike

doi:10.1016/j.tate.2009.11.006

Cited by 54 publications

(38 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The use of the tool as a frame in this instance created a space for the teachers to reflect on how their relationship worked -not simply in the broad generalisations of 'we get on' but in a more nuanced understanding of how the interaction functions drive the content of their conversation and how their tone and tempo reflect, support and shape their mutual learning. This detailed analysis of successful interaction is something that is rarely given time and space in any professional context, yet it is crucial to translating dialogic practice into new relationships and contexts (Knezic et al 2010).…”

Section: Case 4: Mary and Linzi -Sharing Good Practicementioning

confidence: 99%

Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool

Lofthouse

Hall

2014

Professional Development in Education

View full text Add to dashboard Cite

This paper demonstrates how teachers who were working in a range of developmental relationships with researchers used coaching dimensions to understand, describe, analyse and improve the quality of their coaching and mentoring conversations. The findings are based on analysis of transcriptions of case studies of one-to-one professional dialogue practice. The dimensions of coaching provide a language and mechanism through which teachers can analyse and reflect on their 'coaching' practice.They can act as a metacognitive tool for teachers, providing them with the opportunity to engage with the complexity of their practice. Such self-knowledge enables productive practice development, and an ability to talk with peers about how their practice is developing. This can help teachers to plan for, and be more responsive within coaching or mentoring meetings. Use of the dimensions allows the relationships between the nature and the intent of practice to be explored and may help to clarify the roles of different types of professional dialogue, securing them within CPD structures in schools. As relationships and trust within coaching and mentoring partnerships can be vulnerable, gaining greater awareness of the significance of the semantics of the dialogue can support the participants to match intent with outcome.

show abstract

Section: Case 4: Mary and Linzi -Sharing Good Practicementioning

confidence: 99%

Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool

Lofthouse

Hall

2014

Professional Development in Education

View full text Add to dashboard Cite

show abstract

“…The dialogue makes pre-service teachers go beyond their individual frames of reference and makes them consider new conceptions and knowledge about teaching (Knežić, Wubbels, Elbers, & Hajer, 2010).…”

Section: The Mentoring Skillsmentioning

confidence: 99%

Excellent Mentor Teachers’ Skills in Mentoring for Pre-Service Teachers

Liu

2014

IJE

View full text Add to dashboard Cite

This study aims to identify the performances of 76 Taiwanese awarded mentor teachers in mentoring pre-service teachers by analyzing their written reports related to mentoring processes. An inductive content analysis method was used to construct headings and codes in relation to mentoring skills. The analytical result reveals that 448 headings were formed and were further categorized into six groups, reported as six mentoring skills. The mentoring skills rank-order from high to low frequencies are as follows: employing the built model as a framework for teaching guidance, guiding interpersonal interactions, fostering career competitive ability, encouraging reflections on internship experiences, creating mentoring plan through discussions with pre-service teachers, and giving emotional supports. Like the previous studies, the study finding reveals that the person-oriented supports like giving emotional supports, only accounting for 1.3%, seem to be unusually used by Taiwanese mentor teachers.

show abstract

“…As a result, teachers' personal knowledge, about themselves and their teaching, develops throughout their professional lives (Johnson & Golombek, 2002;Tsang, 2004). Drawing on these concepts of personal practical knowledge and 'person-centered education' (Cornelius- White, 2007), professional development has been increasingly focused on learning from practical experience and interpersonal sensitivity (Knezic, Wubbels, Elbers, & Hajer, 2010). Against this background, teachers' practical knowledge has been argued to be the actual driving force behind teachers' thinking and behavior (Borg, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Teacher educators are considered education specialists, both as an expert and as a role model, and can be expected to possess practical knowledge specifically concerned with the communication of subject-related concepts to prospective teachers (Love, 2009). This focus has placed new challenges on teacher educators in terms of their professional progress (Knezic et al, 2010). In this study, we define teacher educators' language as that which is used in classroom communication to teach, speak, and interact about their professional topics, which as a consequence feeds into both student-teachers' and teachers educators' own learning process.…”

Section: Introductionmentioning

confidence: 99%

Teacher educators’ personal practical knowledge of language

Swart

Graaff

Onstenk

et al. 2017

Teachers and Teaching

Self Cite

View full text Add to dashboard Cite

This paper describes teacher educators' understanding of language for classroom communication in higher education. We argue that teacher educators who are aware of their personal practical knowledge of language have a better understanding of their students' language use and provide better support for knowledge construction. Personal practical knowledge originates from teachers' professional practice and is based on their past experience, current awareness and future expectation. Data from focus group interviews with teacher educators (N = 35) were used for content analysis. Findings demonstrate an emerging conceptualization resulting in two language modalities of personal practical knowledge, specified as: 'language-sensitive and interpersonally oriented' and 'language-focused and pedagogically oriented. ' The insights contribute to building a professional practical knowledge base of language and communication-oriented teaching.

show abstract

The Socratic Dialogue and teacher education

Cited by 54 publications

References 15 publications

Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool

Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool

Excellent Mentor Teachers’ Skills in Mentoring for Pre-Service Teachers

Teacher educators’ personal practical knowledge of language

Contact Info

Product

Resources

About