ABSTRACT

Five years after an initial self-study on my dialogic teaching practices in a teacher preparation course, I conducted a follow up study to see if I grew as a dialogic teacher in the same class. This article describes the a second self-study of my dialogic teaching practices in an English methods course, and compares findings with the initial analysis to determine growth over time. Classes were transcribed and then analyzed utilizing Stanza Addressivity Quadrants. The findings indicated that I increased time for student voice in the second class and decreased time for my voice, and that I incorporated structural changes to the way I planned for the second course that increased small group talk and decreased whole-class discussion by keeping discussions focused on specific passages. In those discussions, I used open-ended questions, and focused small group prompts to create more dialogic discussions. However, I also used questions with predetermined answers, and kept interjecting with my thoughts throughout many of those discussions. Even though all kinds of talk have a place in the classroom, I found that my purpose for the discussions did not always match the execution. Implications a focus on relinquishing content control at purposeful moments to allow students to construct knowledge through discussion, and on increasing student-to-student interactions, all while maintaining the small group to whole class structure of the class.

摘要

在教师预备课程中对我的对话教学实践进行初步自学五年后，我进行了一项后续研究，看看我是否在同一个班级中成长为一名对话教师。本文描述了我在英语方法课程中的对话教学实践的第二次自学，并将结果与​​初步分析进行比较，以确定随时间的增长。类被转录，然后使用 Stanza 地址性象限进行分析。结果表明，我在第二节课增加了学生发声的时间，减少了发声的时间，并且我将结构性变化纳入了我计划第二节课的方式，通过保持讨论增加了小组讨论并减少了全班讨论专注于特定的段落。在这些讨论中，我使用了开放式问题，并集中小组提示以创建更多对话式讨论。但是，我也使用带有预定答案的问题，并在许多讨论中不断插入我的想法。尽管各种谈话在课堂上占有一席之地，但我发现我讨论的目的并不总是与执行相匹配。含义 侧重于在有目的的时刻放弃内容控制，让学生通过讨论来构建知识，并增加学生与学生之间的互动，同时保持班级的小组到整个班级结构。我发现我讨论的目的并不总是与执行相匹配。含义 侧重于在有目的的时刻放弃内容控制，让学生通过讨论构建知识，并增加学生与学生之间的互动，同时保持班级的小组结构。我发现我讨论的目的并不总是与执行相匹配。含义 侧重于在有目的的时刻放弃内容控制，让学生通过讨论来构建知识，并增加学生与学生之间的互动，同时保持班级的小组到整个班级结构。