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Exploring the material mediation of dialogic space – A qualitative analysis of professional learning in Initial teacher education based on reflective sketchbooks
Moate, Josephine Hulse, Bethan Jahnke, Holger Owens, Allan
Moate, Josephine
Hulse, Bethan
Jahnke, Holger
Owens, Allan
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Other Contributors
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Publication Date
2018-12-05
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Abstract
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 arts-based 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.
Citation
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, 167-178.
Publisher
Elsevier
Journal
Thinking Skills and Creativity
Research Unit
DOI
10.1016/j.tsc.2018.12.003
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PubMed Central ID
Type
Article
Language
en
Description
Series/Report no.
ISSN
EISSN
1878-0423