Is there a dialogic teaching model in primary school classrooms? A qualitative study in the practicum / ¿Existe un modelo dialógico docente en las aulas de Educación Primaria? Un estudio cualitativo en el practicum

Bibliographic Data

ID12486603
AuthorsMarcos Jesús Iglesias Martínez (0000-0001-5206-2762, University of Alicante, corresponding author), Inés Lozano Cabezas (0000-0003-3800-259X, University of Alicante), Inés Lozano-Cabezas (University of Alicante), Ceneıda Fernández (0000-0002-4791-9247, University of Alicante), Ceneida Fernández-Verdú (University of Alicante), José Rovira-Collado (0000-0002-3491-8747, University of Alicante)
Year2024
Volume36
Issue1
Pages106-133
Publication date2024-03-01
Open AccessYes
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1177/11356405241235067
OpenAlexW4395054675
LanguageES
Citations received1
References cited37

This study inquires into how students in primary education teaching degrees professionally view teaching–learning situations during their practicum period at schools. In particular, it examines how they professionally view aspects of the teaching models they observe in the classroom. Using a qualitative approach, we analyse the narratives written by the teachers-in-training in which they had to identify and describe teaching–learning situations related to the mathematics competence and the linguistic communication competence. To focus the gaze of the teachers-in-training on the teaching models, they were given several guiding questions. The results show that in their narratives, the students highlight relevant aspects of the teaching models in the situations they observed. However, the changes they proposed show that they focus on the mathematics or language content without taking changes in the aspects of the teaching models observed into account. Therefore, they do not observe changes aimed at including new strategies or resources which resemble the characteristics of a more collaborative model common to learning communities. The main conclusions suggest taking decisions in pre-service teacher training towards a more collaborative model based on participative, dialogic and active collaboration in the educational process

Art · Dial · Dialogic · Humanities · Pedagogy · Physics · Practicum · Sociology · Educational Practices and Policies · Educational theories and practices · Literacy and Educational Practices · Psychology

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