Dialogic pedagogy in graduate teacher education research advisement: A narrative account of three teacher educators

Main Article Content

Victorina Baxan
Joanne Pattison-Meek
Andrew B. Campbell


Research methods courses often tend to focus on transferring technical information to students rather than offer a more dialogical approach to learning (Barraket, 2005; Kilburn et al., 2014). By drawing on the concept of self-study (Bullough & Pinnegar, 2001), through personal journals and retrospective reflections, this paper explores learning activities introduced in three teacher education graduate research methods courses to support student learning beyond the mastering of research skills or techniques. Narratives of three teacher educators illustrate how teacher candidates can dialogically reflect on research-related topics with peers, bring questions forward for discussion in class and online, apply their emerging technical research skills through collective analysis of a situation, and grow collective knowledge. Teacher candidates recognize the importance of research in their work, although their passion for conducting research is influenced by varied constraints, including research design, programmatic and personal limitations.

Article Details

How to Cite
Baxan, V., Pattison-Meek, J., & Campbell, A. B. (2020). Dialogic pedagogy in graduate teacher education research advisement: A narrative account of three teacher educators. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 8, SA60-SA84. https://doi.org/10.5195/dpj.2020.308
Special Issue: Supervision and Advisement
Author Biographies

Victorina Baxan, OISE, University of Toronto

Dr. Victorina Baxan completed her PhD in Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education (OISE), University of Toronto. Prior to coming to Canada, Victorina studied and worked in Moldova, Sweden and the United Kingdom. Victorina is currently an adjunct faculty member in the Master of Teaching program, Department of Curriculum, Teaching and Learning at OISE. Her past teaching experiences in Canada includes Equity and Diversity in Education, Communication and Conflict Resolution, and Sociology of Education courses in OISE’s Concurrent Teacher Education Program and University of Toronto’s Department of Sociology (Scarborough and Mississauga campuses). Victorina’s research interests include teacher education, teaching and learning, equity and diversity in education, international and comparative education, and research methods in education.

Joanne Pattison-Meek, OISE, University of Toronto

Dr. Joanne Pattison-Meek holds a PhD in Curriculum Studies and Teacher Development from the Ontario Institute for Studies (OISE) in Education at the University of Toronto.  Joanne is an Ontario Certified Teacher (OCT) and taught social studies in high school classrooms for ten years. At the school board level she has acted as Instructional Program Leader in Curriculum/Instruction (Social Studies and Humanities, Canada and World Studies, Instructional Technologies) as well as an Instructional Program Leader for Research. Joanne has trained teachers internationally in Japan and China. She is currently an adjunct faculty member of the Master of Teaching program in the department of Curriculum, Teaching and Learning at OISE, University of Toronto. Her research interests include diversity education in rural school settings, democratic citizenship education, research methods in education, and teaching conflictual geographic issues.

Andrew B. Campbell, OISE, University of Toronto

Dr. Andrew B. Campbell (DR. ABC) is a graduate of the Ontario Institute for Studies in Education (OISE) at the University of Toronto, with a PhD. in Educational Leadership, Diversity & Policy and a Certified Ontario Teacher (OCT). For the past twenty-four years, he has worked in various areas of education and at all levels in Jamaica, The Bahamas, USA, and Canada. He is an adjunct Assistant Professor at Queens University (Online) in the Professional Master’s in education (PME) program and an adjunct faculty member in the Master of Teaching program in the department of Curriculum, Teaching and Learning at the OISE, University of Toronto. His research and teaching focus on issues of Research Literacy, Equity, Educational leadership, LGBTQ+ Issues, and Teacher Performance Evaluation. He loves people, food, fashion, and travelling.


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