“My tutor doesn’t say that”: The legitimized voices in dialogic reflection on teaching practices

Article Sidebar

PDF
Published: Oct 7, 2020
DOI: https://doi.org/10.5195/dpj.2020.311
Keywords:
invocations dialogic reflection reflective practices Practicum teacher training discourse analysis qualitative research case study

Main Article Content

Mercedes Cubero
University of Seville
https://orcid.org/0000-0003-0417-4246
Miguel Jesús Bascón
University of Seville
https://orcid.org/0000-0003-0226-8943
Rosario Cubero-Pérez
University of Seville
https://orcid.org/0000-0002-1628-5392

Abstract

In the construction of teachers’ professional knowledge, reflective practices are a fundamental tool that responds to the need to connect theoretical principles with practical resources and to the improvement of teaching by means of critical analysis. The Practicum, as a dialogic structure for the explanation and interpretation of teaching practices, provides teachers in training an opportunity to build their own understanding based on dialogue and reflection. Invocation is one of the resources used to legitimize scientific or disciplinary knowledge in joint reflection. Qualified voices are called and made present in classroom discourse to validate descriptions or explanations. We are interested in defining the profile of the invocations introduced in dialogic reflection, as sources of legitimation of knowledge, and identify the patterns in the sequence of the invocations' appearance. This work consists of an exploratory study of multiple cases, in which each case is a classroom unit composed of a tutor and her student teachers. Two cases from the Practicum in a Primary Education Teacher Degree were selected. A category system was developed for the analysis of invocations and organized into four dimensions: academic or professional knowledge, experiential knowledge, invocation of truth, and invocation of ideology or values. Results allow us to highlight some relevant conclusions. Invocations are a widespread resource in a process of dialogic reflection to legitimize the interpretation of educational practices. The participation of student teachers in dialogic reflection is possible and abundant thanks to the experience of the Practicum, which provides a validity criterion for their arguments, supported by the invocation to the authority of teaching experiences. In this study, tutors’ efforts to connect pedagogical principles with personal experiences in the Practicum have not clearly translated into student reflections in the same direction. The paper finishes paying attention to the competencies and training that Practicum tutors need.

Article Details

How to Cite
Cubero, M., Bascón, M. J., & Cubero-Pérez, R. (2020). “My tutor doesn’t say that”: The legitimized voices in dialogic reflection on teaching practices. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 8, SA26-SA44. https://doi.org/10.5195/dpj.2020.311
Issue
Vol. 8 (2020)
Section
Special Issue: Supervision and Advisement

Authors who publish with this journal agree to the following terms:

  1. The Author retains copyright in the Work, where the term “Work” shall include all digital objects that may result in subsequent electronic publication or distribution.
  2. Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
  3. The Author shall grant to the Publisher and its agents the nonexclusive perpetual right and license to publish, archive, and make accessible the Work in whole or in part in all forms of media now or hereafter known under a Creative Commons Attribution 4.0 International License or its equivalent, which, for the avoidance of doubt, allows others to copy, distribute, and transmit the Work under the following conditions:
    1. Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
    with the understanding that the above condition can be waived with permission from the Author and that where the Work or any of its elements is in the public domain under applicable law, that status is in no way affected by the license.
  4. The Author is able to enter into separate, additional contractual arrangements for the nonexclusive distribution of the journal's published version of the Work (e.g., post it to an institutional repository or publish it in a book), as long as there is provided in the document an acknowledgement of its initial publication in this journal.
  5. Authors are permitted and encouraged to post online a prepublication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
  6. Upon Publisher’s request, the Author agrees to furnish promptly to Publisher, at the Author’s own expense, written evidence of the permissions, licenses, and consents for use of third-party material included within the Work, except as determined by Publisher to be covered by the principles of Fair Use.
  7. The Author represents and warrants that:
    1. the Work is the Author’s original work;
    2. the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
    3. the Work is not pending review or under consideration by another publisher;
    4. the Work has not previously been published;
    5. the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
    6. the Work contains no libel, invasion of privacy, or other unlawful matter.
  8. The Author agrees to indemnify and hold Publisher harmless from Author’s breach of the representations and warranties contained in Paragraph 6 above, as well as any claim or proceeding relating to Publisher’s use and publication of any content contained in the Work, including third-party content.

Revised 7/16/2018. Revision Description: Removed outdated link. 

Author Biographies

Mercedes Cubero, University of Seville

Mercedes Cubero is Associate Professor of Cultural Psychology (permanent position) in the Department of Experimental Psychology at the University of Seville (Spain) and a member of the research group Laboratory of Human Activity (LAH). Her research has focused on the relationship between sociocultural practices, discourse genres and modes of verbal thinking. She has conducted research on narrative and propositional thinking, concept formation, memory strategies, egocentric speech, argumentation and discourse in classroom interactions. Her recent research concerns the cultural construction of identity through the analysis of narratives. She also participates in research on autobiographical memory, gender construction and cultural competencies in diverse communities. She was a member of the Organizing Committee of the I ISCAR Congress (Sevilla, September 2005).

Miguel Jesús Bascón, University of Seville

Miguel Jesús Bascón is a Lecturer in Language and Thought (permanent position) in the Department of Experimental Psychology at the University of Seville (Spain) and a member of the research group Laboratory of Human Activity (LAH). He has studied psychological processes involved in adolescent conflicts, from a discursive and gender perspective. More specifically, the relationship between argumentation and modes of thought. He has conducted research on educational discourse in classrooms, good coeducational practices, the reconstruction of identity in battered women, community cultural competence and psychological health in caregivers of dependent patients. He is currently studying the relationship between identity and resilience in situations of vulnerability in different contexts, especially in school environment and gender violence. He was a member of the Organizing Committee of the I ISCAR Congress (Sevilla, September 2005).

Rosario Cubero-Pérez, University of Seville

Rosario Cubero-Pérez is Associate Professor of Educational Psychology (permanent position) in the Department of Developmental and Educational Psychology at the University of Seville (Spain) and a member of the research group Laboratory of Human Activity (LAH). Her research has focused on educational knowledge construction and the analysis of social interaction in teaching-learning processes, understood as sociocultural activities of joint construction of meanings. Amongst other things, she is interested in how collective knowledge is constructed in educational discourse and how participants in this process manage to share a legitimized version of knowledge. In recent years, she has developed research on construction of science in Higher Education, dialogic reflection in teacher training, collaborative learning in school classrooms, and the study of learner identity through narratives. She was a member of the Organizing Committee of the I ISCAR Congress (Sevilla, September 2005).

References

Bakhtin, M. M. (1981). The dialogic imagination: Four essays by M.M. Bakhtin. (Ed. M. Holquist). Austin: University of Texas Press. https://goo.gl/hdVCv7

Bakhtin, M. M. (1986). Speech genres and other late essays. (Ed. C. Emerson & M. Holquist). Austin: University of Texas Press. https://goo.gl/QGnzJR

Candela, A. (1991). Argumentación y Conocimiento Científico Escolar. Centro de Investigación y Estudios Avanzados. Infancia y Aprendizaje, 55, 13-28. https://goo.gl/HVyZ4B

Cazden, C. B. (1993). Vygotsky, Hymes, and Bakhtin: From Word to Utterance and Voice. In E.A. Forman, N. Minick, & C. A. (Eds), Contexts for learning, Sociocultural Dynamics in Children’s development (pp. 197-212). New York: Oxford University Press.

Clarà, M., & Mauri, T. (2010). El conocimiento práctico: cuatro conceptualizaciones constructivistas de las relaciones entre conocimiento teórico y práctica educativa. Infancia y Aprendizaje, 33(2), 131-141. https://doi.org/10.1174/021037010791114625

Clarke, A. (2005). Situational analysis: grounded theory after the postmodern turn. Thousand Oaks, California: Sage Publications. https://goo.gl/LvG3pv

Cohen, Jacob (1960). "A coefficient of agreement for nominal scales". Educational and Psychological Measurement 20 (1): 37–46. doi:10.1177/001316446002000104

Cubero-Pérez, R., Cubero, M., & Bascón, M. J. (2019). The Reflective Practicum in the Process of Becoming a Teacher: The Tutor’s Discursive Support. Education Sciences, 9(96), 1-22. https://doi.org/10.3390/educsci9020096

Cubero, R., & Ignacio, M.J. (2011). Accounts in the classroom. Discourse and the co-construction of meaning. Journal of Constructivist Psychology, 24, 234-267. http://dx.doi.org/10.1080/10720537.2011.571562

Cuenca, A. (2010). Care, thoughtfulness, and tact: A conceptual framework for university supervisors. Teaching Education, 21(3), 263-278. https://doi.org/10.1080/10476210903505807

Cuenca, A. (2011). The Role of Legitimacy in Student Teaching: Learning to "Feel" Like a Teacher. Teacher Education Quarterly, 38(2), 117-130. http://www.jstor.org/stable/23479696

Dinkelman, T., Margolis, T., & Sikkenga, K. (2006). From teacher to teacher educator: Reframing knowledge in practice. Studying Teacher Education, 2(2), 119-136. https://doi.org/10.1080/17425960600983155

Edwards, D. (1993). El papel del profesor en la construcción social del conocimiento. Investigación en la Escuela, 10, 33–50. https://goo.gl/Sp9bcZ

Feiman-Nemser, S. (2001). Preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. https://goo.gl/c4z49r

Feiman-Nemser, S. (2008). Teacher learning overtime. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed., pp. 697-705). NewYork: Routledge. https://doi.org/10.1111/j.1467-873X.2008.00421.x

Fenstermacher, G. D. (1994).The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3-56. https://goo.gl/VYvV84

Hatano, G., & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In L. Resnick, J. Levine and S. Teasley (Eds.), Perspectives on socially shared cognition (331-348). Washington, DC: American Psychological Association.

Lemke, J. (1990). Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex Publishing. https://goo.gl/nv9L9c

Matusov, E., & Hayes, R. (2002). Building a Community of Educators versus Effecting Conceptual Change in Individual Students: Multicultural Education for Preservice Teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 239-251). Oxford: Blackwell. DOI: 10.1002/9780470753545.ch18

Mauri, T. (2013). Memoria científico-técnica del Proyecto I+D «Ayudas a la construcción del conocimiento en el Prácticum de maestros: la reflexión conjunta para mejorar la relación teoría-práctica». EDU2013-44632-P. Proyectos de I+D Excelencia, Subprograma de Generación de Conocimiento 2013. Ministerio de Economía y Competitividad. Responsable: Teresa Mauri Majós.

Mauri, T, Cubero, R., Bascón, M.J., Colomina, R., Cubero, M., Jiménez, O., Usabiaga, A. (2015). Integrating Practices and Theories. Tutors' Assistance to Joint Reflection on Practice among Student Teachers. In L. Gómez, A. López e I. Candel (Eds.), ICERI2015 Proceedings, International Conference of Education, Research and Innovation, pp. 8275-8279. IATED Academy.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. https://goo.gl/x1E7Wv

Wertsch, J.V. (1990). The voice of rationality in sociocultural approach to mind. In L.C. Moll (Ed.), Vygotsky and Education. Instructional implications and applications of sociohistorical psychology (pp. 111-126). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139173674

Wertsch, J. V (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press. https://goo.gl/6e7PXF

Yin, R. (1989). Case Study Research, Design and Methods. Newbury Park CA: Sage. https://goo.gl/UJRfLG