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dc.contributor.authorMoate, J.*
dc.contributor.authorSullivan, Paul W.*
dc.date.accessioned2016-10-20T08:41:54Z
dc.date.available2016-10-20T08:41:54Z
dc.date.issued2015-04
dc.identifier.citationMoate 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.en_US
dc.identifier.urihttp://hdl.handle.net/10454/9987
dc.descriptionYesen_US
dc.description.abstractStudents 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.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttp://dx.doi.org/10.1080/14681366.2014.994666en_US
dc.rights© 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/10.1080/14681366.2014.994666en_US
dc.subjectDialogic pedagogy; Learning journals; Zone of proximal development; Dialogical approach to qualitative analysisen_US
dc.titleThe moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogyen_US
dc.status.refereedYesen_US
dc.date.application2015-04-08
dc.typeArticleen_US
dc.type.versionAccepted Manuscripten_US
refterms.dateFOA2018-07-27T02:00:15Z


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