uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Didactics, dialogue and development
Göteborgs universitet.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
Stockholms universitet.
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The idea of didactic modelling or inquiry emphasizes researchers and teachers as crucial actors in development of disciplinary knowledge about teaching. However, how this may occur is not an uncontested area of knowledge, and depends on underlying views of theory and practice as well as how professional learning may be framed. This study is based on theories of dialogue as a vehicle for constructive and critical collaboration. We present a way for researchers and teachers to collaborate in dialogue and discuss how written as well as oral dialogue may nurture and/or hinder didactic development and professional learning. The action research field has long experience of and knowledge about development work where researchers and teachers collaborate. Action research has an emergent developmental form; it deals with practical issues, supports human development, is founded on knowledge-in-action and aims at participation and democracy. The role of teachers in educational research has been an essential topic for decades especially in critical theoretical approaches such as Participatory Action Research (PAR). In the field of working life, theories of dialogue as a basis for collaboration have emerged and later been brought into education. Dialogue conferences as a collaborative working method is here used as a theoretical foundation for how the action research in this study was conducted. The concept of recognition, based on Ricoeur’s thinking, is used to interpret the ways in which collaboration evolves. The methodology developed and discussed in the paper is a way for researchers and teachers to produce knowledge about teaching in common writing about educational cases. In a dialogue meeting written cases of teaching and critical reflections from other researchers and school developing teachers on these cases were discussed. The aim was to agree on constructive feedback and get ideas about further writing. Written responses on each other’s texts and discussions in well-organized forms were documented. An evaluation of the meeting was also gathered as empirical data and analyzed in relation to professional learning and recognition. Preliminary results point to the importance of teachers’ and researchers’ dialogue on matters focusing dilemmas and problems in the teaching practices. Based on reflections on the critical responses on the cases written by the teachers, the dialogues seem to have been crucial for giving teachers strength to handle critical comments in a constructive way. In particular, recognition of other’s views and competence, as well as discerning recognition of one’s own competence in the written comments, contributed to this. The relevance of this study relates to developing knowledge in and about dialogue for didactic development of educational practices, especially in view of the widespread use of collegial learning in professional development in Sweden and other Nordic countries. Although the dialogue meeting is a very specific form for professional learning, it creates conditions where dialogue is brought to a head, thus contributing to general knowledge about dialogue which may be utilized also in other situations.

Place, publisher, year, edition, pages
2017.
Keywords [en]
Collaboration between researchers and teachers, dialogue, recognition, didactic development
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-334770OAI: oai:DiVA.org:uu-334770DiVA, id: diva2:1160631
Conference
Nordic Educational Research Association (NERA), March 2017 in Copenhagen, Denmark
Projects
Teaching Traditions and Learning
Funder
Swedish Research Council, 2012-5023Available from: 2017-11-27 Created: 2017-11-27 Last updated: 2017-11-27

Open Access in DiVA

No full text in DiVA

Search in DiVA

By author/editor
Almqvist, Jonas
By organisation
Department of Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 55 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf