Publication Cover
Studying Teacher Education
A journal of self-study of teacher education practices
Volume 12, 2016 - Issue 1
652
Views
19
CrossRef citations to date
0
Altmetric
Research Articles

The Problem of “Just Tell Us”: Insights from Playing with Poetic Inquiry and Dialogical Self Theory

El problema con la actitud de “díganos lo que tenemos que aprender”: Comprensiones a partir del juego con indagación poética y la teoría del self dialógico

Pages 37-54 | Received 28 May 2015, Accepted 08 Jan 2016, Published online: 04 Mar 2016

References

  • Alexander, R. (2008). Towards dialogic teaching: Rethinking classroom talk (4th ed.). York: Dialogos.
  • Bakhtin, M. M. (1984). Problems of Dostoevsky’s poetics (C. Emerson, Trans & C. Emerson Ed.). Minneapolis: University of Minnesota Press.
  • Bakhtin, M. M. (1986). The problem of speech genres (V. W. McGee, Trans.). In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60–102). Austin: University of Texas Press.
  • Bakhtin, M. M. (1990). Art and answerability. Austin: University of Texas Press.
  • Berry, A., & Loughran, J. (2002). Developing an understanding of learning to teach in teacher education. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 13–29). London: RoutledgeFalmer.
  • Biesta, G. J. J. (2013). The beautiful risk of education. Boulder, CO: Paradigm.
  • Cochran-Smith, M., & Fries, K. (2009). Researching teacher education in changing times: Politics and paradigms. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 69–110). Washington, DC: American Educational Research Association.
  • Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17, 403–415. doi:10.1016/S0742-051X(01)00003-8
  • East, K., Fitzgerald, L. M., & Heston, M. L. (2009). Talking teaching and learning: Using dialogue in self-study. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Research methods for the self-study of practice (pp. 55–72). Dordrecht: Springer.10.1007/978-1-4020-9514-6
  • Edwards-Groves, C., Anstey, M., & Bull, G. (2014). Classroom talk: Understanding dialogue, pedagogy and practice. Newtown: Primary English Teaching Association Australia.
  • Eisner, E. (2008). Art and knowledge. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 3–13). Thousand Oaks, CA: Sage.10.4135/9781452226545
  • Elliott, C. (2012). Poetic inquiry ( PhD diss.). University of Pittsburgh. Retrieved 1/9/15, from http://www.awesomeyourlife.com/wp-content/uploads/2012/05/PoeticInquiryAprilETD24_May-21.pdf
  • Falter, M., Fecho, B., Clifton, J., & Grimmett, H. (2014, August). What if… Imagining educational practice through dialogical self theory. Paper presented at the 8th International Conference on the Dialogical Self, The Hague.
  • Fecho, B. (2011). Teaching for the students: Habits of heart, mind, and practice in the engaged classroom. New York, NY: Teachers College Press.
  • Fecho, B. (2013). Globalization, localization, uncertainty and wobble: Implications for education. International Journal for Dialogical Science, 7, 115–128. Retrieved from http://ijds.lemoyne.edu/journal/7_1/pdf/IJDS.7.1.10.Fecho.pdf
  • Feldman, A. (2002). Existential approaches to action research. Educational Action Research, 10, 233–252. doi:10.1080/09650790200200183
  • Feldman, A., & Weiss, T. (2010). Understanding change in teachers’ ways of being through collaborative action research: A cultural–historical activity theory analysis. Educational Action Research, 18, 29–55. doi:10.1080/09650790903484517
  • Flint, A. S., Zisook, K., & Fisher, T. R. (2011). Not a one-shot deal: Generative professional development among experienced teachers. Teaching and Teacher Education, 27, 1163–1169. doi:10.1016/j.tate.2011.05.009
  • Grimmett, H. (2014a). The battle of “just tell us”: Disrupting expectations and getting teachers on board. Paper presented at the Institute of Dialogic Pedagogy. Hamilton.
  • Grimmett, H. (2014b). The practice of teachers' professional development: A cultural-historical approach. Rotterdam: Sense Publishers.10.1007/978-94-6209-610-3
  • Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P. (2004). The epistemological dimensions and dynamics of professional dialogue in self-study. In J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices, (Vol. 2, pp. 1109–1167). Dordrecht: Kluwer.10.1007/978-1-4020-6545-3
  • Hermans, H. J. M. (2012). Dialogical Self Theory and the increasing multiplicity of I-positions in a globalizing society: An introduction. New Directions for Child and Adolescent Development, 2012(137), 1–21. doi:10.1002/cad.20014
  • Hermans, H. J. M. (2013). The dialogical self in education: Introduction. Journal of Constructivist Psychology, 26, 81–89. doi:10.1080/10720537.2013.759018
  • Hermans, H. J. M., & Gieser, T. (2012). Introductory chapter: History, main tenets and core concepts of dialogical self theory. In H. J. M. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 1–22). Cambridge: Cambridge University Press.
  • Hermans, H. J. M., & Hermans-Konopka, A. (2010). Dialogical self theory: Positioning and counter-positioning in a globalizing society. Cambridge: Cambridge University Press.10.1017/CBO9780511712142
  • Hermans, H. J. M., & Kempen, H. J. G. (1993). The dialogical self: Meaning as movement. San Diego, CA: Academic Press.
  • Knowles, G., & Cole, A. J. (2008). Arts-informed research. In L. M. Given (Ed.), The Sage encyclopedia of qualitative research methods, (Vol. 1, pp. 32–36). Thousand Oaks, CA: Sage.
  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dordrecht: Kluwer.10.1007/978-1-4020-6545-3
  • Ligorio, M. B. (2010). Dialogical relationship between identity and learning. Culture & Psychology, 16, 93–107. doi:10.1177/1354067x09353206
  • Ligorio, M. B. (2011). The dialogical self and educational research: A fruitful relationship. In H. J. M. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 439–453). Cambridge: Cambridge University Press.10.1017/CBO9781139030434
  • Ligorio, M. B., & César, M. (Eds.). (2013). Interplays between dialogical learning and dialogical self. Charlotte, NC: Information Age.
  • Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1, 5–16. doi:10.1080/17425960500039777
  • Loughran, J., Berry, A., & Tudball, L. (2005). Learning about teaching. In C. Kosnik, C. Beck, A. R. Freese, & A. Samaras (Eds.), Making a difference in teacher education through self-study: Studies of personal, professional and program renewal (pp. 203–225). Dordrecht: Springer.10.1007/1-4020-3528-4
  • Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22, 222–240. doi:10.1080/09500780802152499
  • McCulliss, D. (2013). Poetic inquiry and multidisciplinary qualitative research. Journal of Poetry Therapy, 26, 83–114. doi:10.1080/08893675.2013.794536
  • Mehan, H. (1979). What time is it, Denise?: Asking known information questions in classroom discourse. Theory Into Practice, 18, 285–294. doi:10.1080/00405847909542846
  • Myers, C. B. (2002). Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education? In J. J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 130–142). London: Routledge.
  • Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the english classroom. New York, NY: Teachers College Press.
  • Palmer, P. J. (2010). The courage to teach: Exploring the inner landscape of a teacher’s life (10thAnniversary ed.). San Francisco, CA: Wiley.
  • Prendergast, M. (2009). Poem is what? Poetic inquiry in qualitative social science research. International Review of Qualitative Research, 1, 541–568. doi:10.1525/irqr.2009.1.4.541
  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4–15. doi:10.3102/0013189X029001004
  • Raggatt, P. T. F. (2012). Positioning in the dialogical self: Recent advances in theory construction. In H. J. M. Hermans & T. Gieser (Eds.), Handbook of dialogical self theory (pp. 29–45). Cambridge: Cambridge University Press.
  • Roth, K. (2007). Dialogue, difference and globalisation: An interview with Nicholas C. Burbules. In K. Roth & I. Gur-Ze’ev (Eds.), Education in the era of globalization (pp. 13–31). Dordrecht: Springer.10.1007/978-1-4020-5945-2
  • Stetsenko, A. (2008). From relational ontology to transformative activist stance on development and learning: Expanding Vygotsky’s (CHAT) project. Cultural Studies of Science Education, 3, 471–491. doi:10.1007/s11422-008-9111-3
  • Stetsenko, A. (2010). Standing on the shoulders of giants a balancing act of dialectically theorizing conceptual understanding on the grounds of Vygotsky’s project. In W.-M. Roth (Ed.), Re/structuring science education: Reuniting sociological and psychological perspectives, (Vol. 2, pp. 69–88). Dordrecht: Springer.10.1007/978-90-481-3996-5
  • Stetsenko, A. (2013). The challenge of individuality in cultural-historical activity theory: “Collectividual” dialectics from a transformative activist stance. Outlines. Critical Practice Studies, 14, 7–28. Retrieved from http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/9791/7832
  • Stewart, T. T., & McClure, G. (2013). Freire, Bakhtin, and collaborative pedagogy: A dialogue with students and mentors. International Journal for Dialogical Science, 7, 91–108. Retrieved from http://ijds.lemoyne.edu/journal/7_1/pdf/IJDS.7.1.08.Stewart_McClure.pdf
  • Weber, S., & Mitchell, C. (2004). Visual artistic modes of representation for self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices, (Vol. 2, pp. 979–1037). Dordrecht: Kluwer.
  • Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.10.1017/CBO9780511605895

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.