Exploring Dialogical Spaces of Discovery

Autor/inn/en	Moate, Josephine; Vass, Eva
Titel	Exploring Dialogical Spaces of Discovery
Quelle	In: Dialogic Pedagogy, 11 (2023) 1, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Dialogs (Language); Educational Theories; Philosophy; Preservice Teacher Education; Preservice Teachers; Intercultural Communication; Cultural Pluralism; Diversity; Music Education; Graduate Students; Music Teachers + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Educational theory; Theory of education; Bildungstheorie; Philosophie; Lehramtsstudiengang; Lehrerausbildung; Interkulturelle Kommunikation; Kulturpluralismus; Musikerziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Music; Teacher; Teachers; Musiklehrer
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01