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The moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogy
Moate, J. Sullivan, Paul W.
Moate, J.
Sullivan, Paul W.
Publication Date
2015-04
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© 2015 Taylor & Francis. This is an Author's Original Manuscript of an article published by Taylor & Francis in Pedagogy, Culture & Society on 08 Apr 2015 available online at http://www.tandfonline.com/10.1080/14681366.2014.994666
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Abstract
Students of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy.
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Citation
Moate J and Sullivan P (2015) The moral journal of learning pedagogy: a qualitative exploration of student-teachers’ formal and informal writing of dialogic pedagogy. Pedagogy, Culture & Society. 23(3): 411-433.
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