In‐service teacher education
Engaging the dialogic communities of teachers 1
Bibliographic Data
| ID | 12112997 |
|---|---|
| Authors | John E Ingulsrud (Kumamoto University, corresponding author) |
| Year | 1996 |
| Volume | 9 |
| Issue | 2 |
| Pages | 176-185 |
| Publication date | 1996-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908319609525228 |
| OpenAlex | W2059983363 |
| Language | EN |
| References cited | 7 |
In recent years there is increasing scepticism about the effectiveness of conventional in‐service programmes as a means of improving classroom teaching. The input made by the teacher educator is often ignored or forgotten once the teachers return to their schools, raising fundamental questions about the transfer of knowledge. In this paper, it is argued that the teacher trainer needs to engage in dialogue with teachers, discovering their needs and values. The ensuing adaptation of theory to contextual constraints can lead to an acceptance of new knowledge and alternative practice. The approach, based on Bernstein's (1983) notion of 'dialogic community', is illustrated by two such communities that have particular importance for teachers of English in Asia, the Community of the Textbook and the Community of the Test. It is shown that real dialogue on these topics can transform them from being immovable constraints and obstacles into sources of empowerment for teachers and students. Notes I thank the teacher trainees of Nanjing University's College English Teacher Training Program for their valuable insights and information
Adaptation (eye · Dialogic · Empowerment · Mathematics education · Pedagogy · Political science · Skepticism · Sociology · Teacher education · Trainer · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |