Dialogic processes that enable student teachers' learning about pupil learning in mentoring conversations in a Lesson Study field practice. (February 2018)

• Record Type: Journal Article
• Authors: Bjuland, Raymond; Helgevold, Nina
• Is Part Of: Teaching and teacher education. Volume 70(2018)
• Page Start: 246
• Page End: 254
• Publication Date: 2018-02
• Subjects: Lesson Study -- Mentoring conversations -- Initial teacher education -- Field practice -- Dialogic space; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.11.026
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study investigates dialogic processes in student teachers' mentoring conversations in field practice, where Lesson Study (LS) was used as a context for establishing a dialogic learning community in one student group in science. We apply an analytical framework associated with Sociocultural Discourse Analysis to identify utterances that have the potential to create a dialogic space and contribute to 'interthinking' among the participants. The findings show the important role of the mentor teacher as a facilitator and a 'knowledgeable other', challenging the student teachers to reflect on chosen activities using predictions and detailed observations related to pupils' learning. Highlights: We examine dialogic processes in student teachers' mentoring conversations. LS is used as a context to establish dialogic spaces of 'interthinking'. The mentor teacher's role as the 'knowledgeable other'.