Pursuing respect, relatedness and powerful learning through material-dialogic teaching

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 (2019) Pursuing respect, relatedness and powerful learning through material-dialogic teaching. In: European Educational Research Association (EERA) Annual Conference (ECER 2019), 2-6 September 2019, Hamburg, Germany. (Unpublished)

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This presentation reports initial findings from a study of an action research project introducing dialogic teaching within a vocational high school in England. The project is using a lesson study approach with teachers across the secondary curriculum but making lesson video to enable evaluation by teaching teams and for use in video recall interviews with target students who were part of the lesson. The target students have experienced sustained social disadvantage and the study is investigating how dialogic teaching approaches might engage such students and develop experiences of respect and relatedness as well as powerful learning in the classroom. The project is informed by the concept of 'exploratory talk' and approaches to dialogic teaching developed by Barnes, Alexander and Mercer in the UK and by 'accountable talk' by Resnick in the USA. The project aims to develop a framework for a material-dialogic teaching approach.

Item Type: Conference or Workshop Item (Workshop)
Departments: Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Depositing User: Pete Boyd
Date Deposited: 24 Oct 2019 12:02
Last Modified: 13 Jan 2024 09:50
URI: https://insight.cumbria.ac.uk/id/eprint/5177


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