Exploring the material mediation of dialogic space : A qualitative analysis of professional learning in initial teacher education based on reflective sketchbooks
Moate, J., Hulse, B., Jahnke, H., & Owens, A. (2019). Exploring the material mediation of dialogic space : A qualitative analysis of professional learning in initial teacher education based on reflective sketchbooks. Thinking Skills and Creativity, 31(March), 167-178. https://doi.org/10.1016/j.tsc.2018.12.003
Julkaistu sarjassa
Thinking Skills and CreativityPäivämäärä
2019Tekijänoikeudet
© 2018 The Authors.
This study addresses the crucial relationship between theory and practice as a key feature of
professional learning in initial teacher education. The context for the study is an EU-funded
intensive programme drawing on different dimensions of insideness and outsideness and artsbased pedagogies in response to the diversity of education today. The data for the study comes
from self-selected pages from preservice teacher participants’ reflective sketchbooks. As a
methodological approach that unifies the sensuous and cognitive this study suggests that reflective sketchbooks document the dialogic encounters of students whilst also providing a material space that can itself become a form of dialogic space for critical reflection. The main
findings of the study outline critical ways in which preservice teachers transform theoretical
inputs into individual expressions as well as conceptualise theory in relation to lived experience.
Julkaisija
ElsevierISSN Hae Julkaisufoorumista
1871-1871Asiasanat
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https://converis.jyu.fi/converis/portal/detail/Publication/28775102
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