Dialogic Space and Religious Education

This review hopes to present an alternative model to confessional religious education and the kind of role religion can have in teaching and education. It is framed by the conceptualization of education as simultaneously being and becoming (van Manen 1991, 67). This dichotomous description underlines the challenging tension of balancing present realities with future anticipations, a tension which is perhaps the defining feature of education. In theoretical terms this review draws on sociocultural and dialogic educational research, particularly Rupert Wegerif’s notion of “dialogic space” (Wegerif 2007, 4), and a “Global Education: World Religions” -course recently run as part of the Summer School for Human Sciences at the University of Jyväskylä. The review opens by introducing the pedagogic orientation for the course and a simple cultural model developed within the course. Following this, the guidelines for the development of “dialogic space” are introduced with possible implications for Religious Education concluding the paper

Qui suis-je : Discontinuity as part of teacher identity in Canadian French immersion

The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face-to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learning and the emotions one experiences in moments of discontinuity. A negative change in emotion may encourage discontinuity in immersion teacher identity and teachers’ understanding of themselves as second language learners. On the other hand, positive emotions underline the harboured passion for French and second language learning and may help re-align French immersion teacher identity to the sense of purpose teachers identified in their professional lives. The study concludes with a discussion of certain considerations arising from the data.Peer reviewe

Exploring dialogical spaces of discovery

This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices – our philosophies, contexts, professional orientations, and empirical puzzles – into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice

Exploring global responsibility in higher education students’ cross-cultural dialogues

Peer reviewe

The moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogy

YesStudents of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy

Exploring the material mediation of dialogic space – A qualitative analysis of professional learning in Initial teacher education based on reflective sketchbooks

This study addresses the crucial relationship between theory and practice as a key feature of professional learning in initial teacher education. The context for the study is an EU-funded intensive programme drawing on different dimensions of insideness and outsideness and arts-based pedagogies in response to the diversity of education today. The data for the study comes from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a form of dialogic space for critical reflection. The main findings of the study outline critical ways in which preservice teachers transform theoretical inputs into individual expressions as well as conceptualise theory in relation to lived experience

AICLE - CLIL - EMILE : educació plurilingüe. Experiencias, research & polítiques

Aquest volum és resultat del projecte R+D+i EDU2010-15783 Discurso Académico en lengua extranjera: Aprendizaje y evaluación de contenidos científicos en el aula multilingüe, finançat pel MICINN.El present volum és el resultat de la selecció de les millors comunicacions presentades en la primera Taula Rodona Internacional TRI-CLIL sobre Aprenentatge Integrat de Continguts i Llengües (AICLE). El congrés va aconseguir reunir professionals de la docència i de la recerca, tant de matèries escolars, llengües estrangeres i llengües considerades oficials o co-oficials a diferents territoris, que esdevenen llengües addicionals per a la població escolar migrada

Poklicna identiteta izobraževalcev učiteljev pri pouku vangleškem jeziku na finski univerzi

Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education. (DIPF/Orig.

Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University

Publisher Copyright: © 2021, University of Ljubljana. All rights reserved.Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self as the teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impinges on how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating ad-dresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.Peer reviewe