SavedAdd your journal

Journals / Journal of Teacher Education and Educators / 2022 / Cilt: 11 - Sayı: 2

Investigation of Dialogic Teaching Principles According to Educational Ideologies of Teacher Candidates

Selen BEYAZBAL
Çavuş ŞAHİN
Osman Yılmaz KARTAL
Pages
231–249
Publication Date
2022-08-31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results showed that there is no difference in the levels of dialogic teaching principles of teacher candidates with different educational ideologies.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The study aims to investigate how teacher candidates with different ideologies differ in their use of dialogic learning principles in the dialogic teaching.
📊
Key Findings & Data:The design of the study is a multiple case study in qualitative research methods.
💡
Conclusion & Impact:The results showed that there is no difference in the levels of dialogic teaching principles of teacher candidates with different educational ideologies.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Dialogic Teaching · Educational Ideologies · Teacher Candidates

Abstract

The study aims to investigate how teacher candidates with different ideologies differ in their use of dialogic learning principles in the dialogic teaching. The design of the study is a multiple case study in qualitative research methods. The educational ideologies of teacher candidates identify the cases of the study. The data were derived from the rubric results filled by the teacher candidates and the focus group interviews at the end of the lessons. The results showed that there is no difference in the levels of dialogic teaching principles of teacher candidates with different educational ideologies. The study is important in terms of showing how the characteristics of the dialogic principles change in teacher candidates that has albeit implicitly an ideology. Also, it shows that how participants with different educational ideologies differ in a dialogic learning environment due to their ideology.

🔖

Cite This Article

BEYAZBAL, S., ŞAHİN, Ç., KARTAL, O. Y. (2022). Investigation of Dialogic Teaching Principles According to Educational Ideologies of Teacher Candidates. Journal of Teacher Education and Educators, Cilt: 11 - Sayı: 2, 231–249. https://ajindex.com/articles/780860

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Alexander, R. (2004). Towards dialogic teaching: Rethinking classroom talk. Cambridge Dialogs. Bakhtin, M. (1981). Dialogic imagination: Four essay. University of Texas Press.
  2. Bambha-Arora, P. (2018). In a cultural remix English class: Enacting dialogic pedagogy to promote critical cultural perspectives. [Unpublished doctoral dissertation]. State University of New York. Beyazbal, S. (2018). İngilizce öğretim sürecinde diyalojik pedagojinin uygulanmasına yönelik fırsat ve sınırlılıkların incelenmesi [Yayınlanmamış yüksek lisans tezi]. Çanakkale Onsekiz Mart Üniversitesi.
  3. Brameld, T. (1955). Philosophies of education in cultural perspective. Dryden. Brufee, K. A. (2010). Taking the common ground beyond cultural identity. Change: The magazine of Higher learning, 34(1), 10-17. https://doi.org/10.1080/00091380209601830
  4. Creswell, J. W. (1998). Qualitattive inquiry and research design:Choosing among five tradions. Sage Publication. Duvall, E. (2007). What a difference an ideology makes: An alternative pedagogical orientation to neoliberal values in education. In R. Alanen & S. Pöyhönen (Eds.), Language in action: Vygotsky and Leontievian legacy today (pp.1-35).
  5. Cambridge Scholars Publishing. Evans, R. W. (1991, April). Educational ideologies and multicultural education [Conference Session]. the Annual Meeting of the American Educational Research Association, Chicago. Facundo, B. (1984). Freire-inspired programs in the United States and Puerto Rico: A critical evaluation, Available from http://www.uow.edu.au/arts/sts/bmartin/dissent/documents/ Facundo/Facundo.html. Freire, P. (1970) Pedagogy of oppressed. Herder and Herder. Fiore, K., & Elsasser, N. (1982). 'Strangers no more': A liberatory literacy curriculum. College English, 44, 115-128. https://doi.org/10.2307/376825
  6. Garcia-Carrion, R., Lopez de Aguileta, G., Padros, M. & Ramis-Salas, M. (2020). Implications for social impact of dialogic teaching and learning. Frontiers in Psychology, 11(140), 1-11. https://doi.org/10.3389/fpsyg.2020.00140
  7. Gutek, G. L. (2004). Philosophical and ideological voices in education. Pearson Education. Hancı-Yerli, A. (2008). Investigation differences in educational ideologies of school leaders in Mersin in relation to gender, academic degree, and in-service training [Yayınlanmamış yüksek lisanstezi]. Middle East Technical University. Johnston, K. (1981). The production of conservative educational ideologies. Discourse: Studies in the Cultural, Politics of Education, 1, 9-21. https:/