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English Teacher Candidates Developing Dialogically Organized Instructional Practices.

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Bibliographic Details
Title: English Teacher Candidates Developing Dialogically Organized Instructional Practices.
Authors: Caughlan, Samantha1, Juzwik, Mary M.1, Borsheim-Black, Carlin2, Kelly, Sean3, Fine, Jodene Goldenrin1
Source: Research in the Teaching of English. Feb2013, Vol. 47 Issue 3, p212-246. 35p.
Subject Terms: *Program validation (Education), *Teaching, *Curriculum evaluation, *Internship programs, *Student interests, *Experiential learning, Dialogism (Literary analysis), Dialogics, Videoconferencing
Abstract: The article offers a discussion on the aspects of dialogic teaching. This process involves a defined set of instructions for teaching that would help in engaging students with core disciplinary concepts through sustained dialogue. As mentioned, this curriculum invites secondary English teacher candidates to repeatedly enact dialogically organized instruction and to receive feedback from peers using video and web 2.0 based technologies across a year-long students teaching internship. It states dialogic instruction with the help of dialogic tools offer higher ratios of student utterance in relation to teacher utterance. It reveals that the teacher candidates who have participated in Video Based Response and Revision (VBBR) project activities achieved dialogically organized instruction.
Database: Education Research Complete
Description
Abstract:The article offers a discussion on the aspects of dialogic teaching. This process involves a defined set of instructions for teaching that would help in engaging students with core disciplinary concepts through sustained dialogue. As mentioned, this curriculum invites secondary English teacher candidates to repeatedly enact dialogically organized instruction and to receive feedback from peers using video and web 2.0 based technologies across a year-long students teaching internship. It states dialogic instruction with the help of dialogic tools offer higher ratios of student utterance in relation to teacher utterance. It reveals that the teacher candidates who have participated in Video Based Response and Revision (VBBR) project activities achieved dialogically organized instruction.
ISSN:0034527X
DOI:10.58680/rte201322711