Dialogue as a catalyst for teacher change: A conceptual analysis

被引：37
|
作者：
Penlington, Clare [1 ]
机构：
[1] Univ Nottingham, Nottingham NG7 2RD, England
来源：
TEACHING AND TEACHER EDUCATION | 2008年 / 24卷 / 05期
关键词：
teacher learning; teacher dialogue; practical reason; professional development; professional learning; teacher change;
D O I：
10.1016/j.tate.2007.06.004
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Teacher-teacher dialogue is a central activity within many professional learning programmes. Understanding how and why dialogue works as an effective tool for teacher change is a question, however, that needs more careful probing in the extant literature. In this paper, I draw upon the philosophical theory of practical reason in order to show why and how teacher-teacher dialogue plays such a crucial role in the evolution of teacher practice. This conceptual analysis also builds our understanding as to the kinds of teacher-teacher dialogues that are more likely to be effective at catalysing teacher learning. (C) 2007 Elsevier Ltd. All rights reserved.
引用
收藏
页码：1304 / 1316
页数：13
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