Reconceptualising dialogue in virtual classrooms: preservice teachers using dialogic and digital tools across visual, spoken, and written modes

ABSTRACT

This study explores how preservice (PST) English language arts teachers fostered dialogue in virtual classrooms by using both dialogic and digital tools. Qualitative analysis of PST-created transcripts and lesson plan reflections revealed successes and challenges PSTs experienced in supporting students’ participation and response to others’ ideas. They reconceptualised dialogue beyond spoken participation to include typing and making visual and spatial moves. Student responses across these modes indicate that how teachers integrate dialogic and digital tools may impact student dialogue. Additionally, the same teachers’ planning and decision-making that impacts dialogue in physical settings also affects dialogue in virtual settings. In addition to planning for integration of dialogic and digital tools, teachers must create compelling authentic questions, navigate unfolding discourse, and respond to students’ ideas.

KEYWORDS:

• Dialogue
• critical literacies
• virtual teaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/04250494.2022.2112398

Additional information

Notes on contributors

Jennifer VanDerHeide

Jennifer VanDerHeide is an Associate professor of English education at Michigan State University. She studies youth writing, dialogic pedagogy, and teacher education.

Mandie Bevels Dunn

Mandie Bevels Dunn is an Assistant professor of English Education at the University of South Florida. She studies how teachers' personal experiences and emotions influence classroom dialogue.