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: An International Online Journal, 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.


Albrighta, K., Petrulisb, R., Vasconcelosc, A., & Woodd, J. (2012). An inquiry-based approach to teaching research methods in Information Studies. Education for Information, 29, 19-38. https://doi.org/10.3233/EFI-2010-0912

Aitchison, C. (2003). “Thesis Writing Circles.” Hong Kong Journal of Applied Linguistics, 8(2), 97-115.

Aitchison, C. (2009). Writing Groups for Doctoral Education. Studies in Higher Education, 34(8), 905–916.

Aitchison, C., & Lee.A. (2006). Research writing: Problems, and pedagogies. Teaching in Higher Education, 11(3), 265–278.

Alexander, R. (2006). Towards dialogic teaching: Rethinking classroom talk (3rd ed.). Cambridge, UK: Dialogos.

Alexander, R. (2008). Culture, dialogue and learning: Notes on an emerging pedagogy. In N. Mercer & S. Hodgkinson (Eds.), Exploring talk in schools (pp. 91-114). London, UK, SAGE Publications.

Alexander, R. (2010). Speaking but not listening? Accountable talk in an unaccountable context. Literacy, 44(3), 103-111.

Alexander, R.J. (2018). Developing dialogue: Genesis, process, trial. Research Papers in Education, 33(5), 361-398. https://doi.org/10.1080/02671522.2018.1481140

Assunção Flores, M. (2017). Practice, theory and research in initial teacher education: International perspectives. European Journal of Teacher Education, 40(3), 287-290. https://doi.org/10.1080/02619768.2017.1331518

Bakhtin, N. (1981). The dialogic imagination. Austin, TX: The University of Texas Press.

Baloglu, M. & Zelhart, P. (2003) Statistical anxiety: A detailed review. Psychology and Education, 40, 27–37.

Barraket, J. (2005). Teaching research methods using a student-centered approach? Critical reflections on practice. Journal of University Teaching and Learning, 2(2), 64-74. Retrieved from http://ro.uow.edu.au/jutlp/vol2/iss2/3

Baxan, V., & Broad, K. (2017). Graduate initial teacher education: A literature review. OISE Master of Teaching Visioning Process Resource. Available at http://www.oise.utoronto.ca/mtvisioning/UserFiles/File/Literature_Review_Chapter_1_Final.pdf

Boud, D., & Lee, A. (2005). Peer learning' as pedagogic discourse for research education. Studies in Higher Education, 30(5), 501-516. https://doi.org/10.1080/03075070500249138

Boud, D. & Costley, C. (2007). From project supervision to advising: New conceptions of the practice. Innovations in Education and Teaching International, 44, 119-130. https://doi.org/10.1080/14703290701241034

Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618.

Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical from of self-study research. Educational Researcher, 30(3), 13-21.

Byman, R., Krokfors, L., Toom, A., Maaranen, K., Jyrhämä, R., Kynäslahti, H., & Kansanen, P. (2009). Educating inquiry-oriented teachers: Students' attitudes and experiences towards research-based teacher education. Educational Research and Evaluation, 15(1), 79-92. https://doi.org/10.1080/13803610802591808

Cox, R. D. (2012) Teaching qualitative research to practitioner–researchers. Theory Into Practice, 51(2), 129–136.

Crawford-Garrett, K., Anderson, S., Grayson, A., & Suter, C. (2015). Transformational practice: Critical teacher research in pre-service teacher education. Educational Action Research, 23(4), 479-496. https://doi.org/10.1080/09650792.2015.1019902

Davies, L.M., Anderson, M., Deans, J., Dinham, S., Griffing, P., Kameniar, B., & Taylor, D. (2013). Masterly preparation: Embedding clinical practice in a graduate pre-service teacher education programme. Journal of Education for Teaching, 39(1), 93-106. https://doi.org/10.1080/02607476.2012.733193

De Lyser, D., Potter, A. E., Chaney, J., Crider, S., Debnam, I., Hanks, G., Hotard, C. D., Modlin, E. A., Pfeiffer, M., & Seemann, J. (2012) Teaching qualitative research: Experiential learning in group-based interviews and coding assignments. Journal of Geography, 112(1), 18–28.

Earley, M. A. (2014). A synthesis of the literature on research methods education. Teaching in Higher Education, 19(3), 242-253. https://doi.org/10.1080/13562517.2013.860105

Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press.

Hammersley, M. (2012) Is it possible to teach social research methods well today? Discussion paper presented at HEA Social Sciences Teaching and Learning Summit: Teaching Research Methods, University of Warwick, June 21-22.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research 77(1), 81–112. https://doi.org/10.3102/003465430298487

Henderson, E. F. (2018). Anticipating doctoral supervision: (Not) bridging the transition from supervisee to supervisor. Teaching in Higher Education, 23(4), 403-418. https://doi.org/

Hsiung, P.-C. (2008). Teaching reflexivity in qualitative interviewing. Teaching Sociology, 36(3), 211–226.

Hughes, G. (2019). Developing student research capability for a ‘post-truth’ world: Three challenges for integrating research across taught programmes. Teaching in Higher Education, 24(3), 394-411. https://doi.org/10.1080/13562517.2018.1541173

Hughes, G. (2011). Towards a personal best: A case for introducing ipsative assessment in higher education. Studies in Higher Education, 36(3), 353-367. https://doi.org/10.1080/03075079.2010.486859

Hughes, G. (2014). Use of self-referential (ipsative) feedback to motivate and guide distance learners. Open Learning, 29(1), 31-44. https://doi.org/10.1080/02680513.2014.921612

Ikpeze, C. (2019). Negotiating identity in a relational pedagogy: A cross-cultural perspective. In E. Lye (Ed.), Fostering a relational pedagogy: Self-study as transformative praxis. (pp. 104 -115). Netherlands: Leiden Brill Sense.

Jacobsen, M., McDermott, M., Brown, B., Eaton, S., & Simmons, M. (2018). Graduate students' research-based learning experiences in an online Master of Education program. The Journal of University Teaching & Learning Practice, 15(4), 1-18. Retrieved from https://ro.uow.edu.au/jutlp/vol15/iss4/4/

Kilburn, D., Nind, M. & Wiles, R. (2014). Learning as researchers and teachers: The development of a pedagogical culture for social science research methods? British Journal of Educational Studies, 62(2), 191-207. https://doi.org/10.1080/00071005.2014.918576

Kitchen, J., & Petrarca D. (2016). Approaches to teacher education. In J. Loughran & M.J. Hamilton (Eds.), International handbook of teacher education (pp.137-186). Volume I. Spinger.

Kotsopoulos, D., Mueller, J., & Buzza, D. (2012). Pre-service teacher research: An early acculturation into a research disposition. Journal of Education for Teaching, 38(1), 21-36. https://doi.org/10.1080/02607476.2012.643653

Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12–20.

Löfström, E. (2012). Students' ethical awareness and conceptions of research ethics. Ethics & Behavior, 22(5), 349-361. http://dx.doi.org/10.1080/10508422.2012.679136

Markides, J. (2019). Being Indigenous in the Indigenous education classroom: A critical self-study of teaching in an impossible and imperative assignment. In E. Lye (Ed.), Fostering a relational pedagogy: Self-study as transformative praxis (pp. 35 -44). Netherlands, Leiden: Brill Sense.

Mahani, S. (2019). A self-study of culturally relevant pedagogy in a higher education institution in the United Arab Emirates. In E. Lye (Ed.), Fostering a relational pedagogy: Self-study as transformative praxis (pp. 82 -92). Netherlands, Leiden: Brill Sense.

McGill University [Programs leading to teacher certification page]. (n.d.). Retrieved June 1, 2019 from https://www.mcgill.ca/dise/progs

Michaels, S., O’Connor, C., & Resnick, L.B. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and civic life. Studies in Philosophy and Education 27(4), 283–297.

Moulding, L. R., & Hadley, K.M. (2010). Graduate students’ understanding of educational research in a Master of Education Program, New Horizons in Education, 58(1), 43-52.

Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York, NY: Teachers College Press

Ontario Institute for Studies in Education (OISE). [Master of Teaching about our program page]. (n.d.). Retrieved June 10, 2019 from https://www.oise.utoronto.ca/mt/About_Our_Program.html

Ontario Institute for Studies in Education (OISE). [Master of Teaching Vision Statement]. (n.d.). Retrieved June 10, 2019 from https://www.oise.utoronto.ca/mtvisioning/Home.html

Petrarca, D., & Kitchen, J. (Eds.). (2017). Initial teacher education in Ontario: The first year of four-semester teacher education programs. Canadian Association for Teacher Education/Canadian Society for Studies in Education. Ottawa: Canadian Association of Teacher Education. Retrieved from http://cate-acfe.ca/wp-content/uploads/2019/05/Petrarca_Kitchen_CATE_ITE_Ontario_July_2017_final.pdf

Preissle, J., & Roulston, K. (2009) Trends in teaching qualitative research: A 30-year perspective. In M. Garner, C. Wagner & B. Kawulich (Eds.), Teaching research methods in the social sciences (13-22), Farnham: Ashgate Publishing Group.

Prewitt, V. (2011). Working in the cafe: Lessons in group dialogue. The Learning Organization, 18(3), 189-202.

Reis-Jorge, J. (2007) Teachers’ conceptions of teacher-research and self-perceptions as enquiring practitioners: A longitudinal case study. Teaching and Teacher Education: An International Journal of Research and Studies, 23(4), 402-417.

Rudduck, J. (1985) Teacher research and research‐based teacher education. Journal of Education for Teaching, 11(3), 281-289. https://doi.org/10.1080/0260747850110305

Saeed, M. A. & Ghazali, K. (2019) Engaging postgraduates in a peer research group at the research proposal stage in a Malaysian university: Support and challenges. Teaching in Higher Education, 24(2), 180-196. https://doi.org/10.1080/13562517.2018.1471458

Saldaña, J. (2009) Popular film as an instructional strategy in qualitative research methods courses. Qualitative Inquiry, 15(1), 247–261.

Samaras, A.P., & Freese, A. R. (2009). Looking back and looking forward: An historical overview of the self-study school. In C.A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 3-19). Boston: Sense Publishers.

The World Café Community Foundation (2015). A quick reference guide for hosting World Café. Retrieved from http://www.theworldcafe.com/wp-content/uploads/2015/07/Cafe-To-Go-Revised.pdf

Thien, D. (2009) Encouraging gender analysis in research practice. Journal of Geography in Higher Education, 33(3), 351–367.

Wagner, C., Garner, M. & Kawulich, B. (2011). The state of the art of teaching research methods in the social sciences: Towards a pedagogical culture. Studies in Higher Education, 36(1), 75-88. https://doi.org/10.1080/03075070903452594

Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York, NY: Cambridge University Press.

Wilmot, K. (2016). Designing writing groups to support postgraduate students’ academic writing: A case study from a South African University. Innovations in Education and Teaching International, 8, 1–9.

Yu, S., & Hu, G. (2017). Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback? Teaching in Higher Education 22(2), 178–192.