Digital Interactive Lab
Library Innovation Centre
2/F Main Library
This workshop starts from the premise that professional development (teacher learning) is a social process whereby new meanings, understandings and skills are mediated in a dialogic way through language and interaction. Dialogue allows meanings to be co-constructed, new understandings to emerge and professional learning to develop. Dialogic reflection (Mann and Walsh 2017) considers the ways in which practitioners make sense of their professional worlds, develop new understandings and improve their professional practice. A key element of a dialogic, mediated approach to reflection is the way in which tools and artefacts can act as a catalyst (e.g. metaphors, critical incidents, video) and help promote more systematic and focused professional dialogue.
We will focus particularly on the use of data and evidence in reflection, arguing that finer grained, ‘up-close’ understandings of classroom practice can be best achieved through the use of recordings, transcripts, ‘snapshot’ lesson extracts and so on, supported by dialogue with a colleague or critical friend. Talking to and collaborating with others are often key elements of any reflective process, allowing new understandings to emerge, current practices to be questioned and alternatives to be explored. The very act of ‘talking through’ a recent experience, such as a segment of teaching, facilitates reflection and may ultimately result in changes to practice.
In order to understand how dialogic reflection ‘gets done’, a micro-analytic approach to data is adopted, following the principles and theoretical underpinnings of conversation analysis (CA). Using this approach, we are interested in the ways in which interactants achieve intersubjectivity (or shared understanding) to promote ‘deep’ rather than ‘surface’ understandings of pedagogy and professional practice.
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Venue: Digital Interactive Lab, Library Innovation Centre, 2/F Main Library, The University of Hong Kong