This study examines the conceptions and implementations of dialogic teaching among teacher candidates in the Master of Teaching (MTeach) program from secondary and VTE education, using data from Padlet reflections and lesson scenario analyses. The research aimed to uncover how candidates conceptualize dialogic teaching and the extent to which they incorporate these methods into their lesson scenarios. The study involved 14 groups of teacher candidates, analyzing their lesson scenarios prepared in Padlet. Thematic analysis was applied to the transcripts of spoken utterances from these scenarios to identify key patterns and themes. The findings indicate a varied grasp of dialogic principles among candidates, with a significant number demonstrating the ability to embed diverse dialogic prompts within their instructional strategies. These prompts were instrumental in fostering deeper classroom discussions and enhancing student engagement with the material. Despite these advancements, the traditional Initiation-Response-Evaluation (IRE) discourse pattern persisted, suggesting a challenge in fully transitioning to more interactive and student-centered dialogic practices. The study highlights the significant impact of dialogic teaching in fostering higher-order thinking among students and emphasizes the need for targeted professional development. It underscores the importance of bridging the gap between theoretical understanding and practical application of dialogic teaching to cultivate more dynamic and participatory classroom environments.

Authors:
Roslinawati Mohd Roslan, Universiti Brunei Darussalam, Brunei

About the Presenter(s)
Dr. Roslinawati Roslan is an Assistant Professor and Deputy Dean Research at Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, specialised in primary education and focuses on dialogic teaching and STEM education research.

Connect on Linkedin
https://www.linkedin.com/in/roslinawatiroslan/

See this presentation on the full schedule – Wednesday Schedule

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