Dialogic practices towards a participatory early childhood education: a teacher support model
Published:
Dec 12, 2017
Keywords:
dialogic beliefs and practices participatory early childhood education collaborative action-research support of professional learning
Abstract
This research studies the processes and results of a collaborative action research that supported early childhood education (ECE) teachers to improve/change their dialogical practices during the learning process. The aim of the research was to explore the ECE teachers’ beliefs and practices regarding dialogue in the classroom as well to investigate the effectiveness of their support aiming to improve their dialogical practices during the learning process. Data from an one year collaborative action research with eight ECE teachers included individual interviews with teachers, group meetings, recorded dialogues in the classroom and individual interviews with and drawings from children. Results showed that despite the differences in ECE teachers’ beliefs about dialogue, their practices were similar highlighting the verbal dominance of the teacher in the classroom and the passive role attributed to children, thus limiting the opportunities for their participation in a democratic dialogue. However, ECE teachers’ beliefs and practices were altered after their support on a theoretical, research and reflective level. Results are discussed in the context of teachers’ professional learning and the improvement of teachers’ practice based on a repositioning of their beliefs and practices regarding dialogue processes and learning.
Article Details
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Likomitrou, S., & Avgitidou, S. (2017). Dialogic practices towards a participatory early childhood education: a teacher support model. Dialogoi! Theory and Praxis in Education, 3, 69–96. https://doi.org/10.12681/dial.14361
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- Vol. 3 (2017)
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