Main Article Content
This work proposes an analysis of pedagogical experiences developed in the context of university teacher education in dialogue with two different chronotopes: habitual face-to-face teaching modality and exceptional non-face-to-face teaching modality due to the COVID lockdown. We consider here two cases of Language and Literature teacher education courses in two universities in Argentina. Both experiences share the search for an equitable, dialogical interaction, in which there is a recovery of the students’ opinions and criteria for the progressive and collaborative elaboration of knowledge. From a qualitative perspective, we resorted to autoethnographic narratives elaborated by the responsible teaching teams of the courses. In the approach we propose, there is a dialogue among different elements of our inquiry: a dialogue between the conceptions that we assume as teachers and researchers about teaching in face-to-face and virtual environments; a dialogue between the conceptualizations and concrete teaching-decisions; between the contexts of performance and the possibilities offered by virtuality; between the pedagogical experiences and the narratives; between the records and other materials that allow us to reconstitute these experiences; and between our voices and the voices of students and graduates who give us back evaluations and sustain the continuity of the dialogue. The analysis accounts for the definition of different chronotopes in the experiences and moments addressed. In both cases, the differences observed respond to contextual factors, particularities of the courses and the previous experiences that the teaching teams have had with ICT. Beyond the above-mentioned differences, for the exceptional non-face-to-face proposals, a greater stability in the proposed sequences and in the dynamics involved is observed in the two experiences, which seeks to generate greater predictability.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- 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.
- Upon acceptance of the Work, the author shall grant to the Publisher the right of first publication of the Work.
- 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:
- Attribution—other users must attribute the Work in the manner specified by the author as indicated on the journal Web site;
- 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.
- 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.
- 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.
- The Author represents and warrants that:
- the Work is the Author’s original work;
- the Author has not transferred, and will not transfer, exclusive rights in the Work to any third party;
- the Work is not pending review or under consideration by another publisher;
- the Work has not previously been published;
- the Work contains no misrepresentation or infringement of the Work or property of other authors or third parties; and
- the Work contains no libel, invasion of privacy, or other unlawful matter.
- 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.
Arfuch, L. (2005). Cronotopías de la intimidad. L. Arfuch (Comp.), Pensar este tiempo. Espacios, afectos, pertenencias (pp. 237-290). Paidós.
Bajtin, M. (1975). Théorie et esthétique du roman. Gallimard.
Bakhtin, M. (1981). Forms of Time and of the Chronotope in the Novel. Notes towards a Historical Poetics. The Dialogical Imagination. Four Essays by M. M. Bakhtin (pp. 84-258). University of Texas Press.
Bajtin, M. (1982). Estética de la creación verbal. Siglo XXI.
Barbato, S., & Caixeta, J. E. (2014). Novas tecnologias e mediação do conhecimento em atividades colaborativas no ensino superior. Linhas Críticas, 20(42), 363-382. doi: https://doi.org/10.26512/lc.v20i42.4314
Blommaert, J., & De Fina, A. (2017). Chronotopic Identities: On the Timespace Organization of Who We Are. A. De Fina, J. Wegner, & D. Ikizoglu (Eds.), Diversity and Super-diversity. Sociocultural Linguistic Perspectives (pp. 1-15). Georgetown University Press.
Castillo Lluch, M., & Sáez Rivera, D. M. (2013). Introducción. Sección temática: Paisajes lingüísticos en el mundo hispánico. Revista Internacional de Lingüística Iberoamericana (RILI), 1(21), 9-22. https://www.jstor.org/stable/24364764?refreqid=excelsior%3Aa3077b57566f4b950ecd65fa191e7108&seq=1
Ellis, C., & Bochner, A. P. (2000). Autoethnography, Personal Narrative, Reflexivity. Researcher as Subject. N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and Interpreting Qualitative Materials (pp. 733-768). Sage.
Garrido, J., Gros, B., Rodríguez, J., Silva, J., & Nervi, H. (2008). Más allá de laptops y pizarras digitales: la experiencia chilena de incorporación de TIC en la formación inicial de docentes. Calidad en la Educación, (29), 196-209. doi: https://doi.org/10.31619/caledu.n29.193
Goodall, H. L. B. (2008). Writing Qualitative Inquiry. Self, Stories, and Academic Life. Left Coast Press.
Ligorio, M. B., & Ritella, G. (2010). The collaborative construction of chronotopes during computer-supported collaborative professional tasks. International Journal of Computer Supported Collaborative Learning, 5(4), 433-452. https://link.springer.com/article/10.1007/s11412-010-9094-4
Ligorio, M. B., Loperfido, F. F., & Sansone, N. (2013). Dialogical positions as a method of understanding identity trajectories in a collaborative blended university course. International Journal of Computer-Supported Collaborative Learning, 8, 351-367. https://doi.org/10.1007/s11412-013-9174-3
Loroño, M. A., Olea, M. J. A., & Domínguez, I. M. (2010). La metodología dialógica en las aulas universitarias. Revista de educación, 352, 309-329. https://dialnet.unirioja.es/servlet/articulo?codigo=3224149
Matusov, E. (2011). Authorial teaching and learning. E. J. White & M. Peters (Eds.), Bakhtinian pedagogy: Opportunities and challenges for research, policy and practice in education across the globe (pp. 21-46). Peter Lang. http://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Authorial%20teaching%20and%20learning,%202011.pdf
Matusov, E. (2015). Legitimacy of non-negotiable imposition in diverse approaches to education, Dialogic Pedagogy: An International Online Journal, 3. https://dpj.pitt.edu/ojs/dpj1/article/view/107
Narvaja de Arnoux, E. (2009). Análisis del discurso. Modos de abordar materiales de archivo. Santiago Arcos.
Perrenoud, P. (2007). Desarrollar la práctica reflexiva en el oficio de enseñar. Profesionalización y razón pedagógica. Graó.
Rasmussen, I., & Ludvigsen, S. (2010). Learning with computer tools and environments: A sociocultural perspective. K. Littleton, C. Wood, & J. K. Staarman (Eds.), International handbook of psychology in education (pp. 399-433). Emerald Group.
Rockwell, E. (2009). La experiencia Etnográfica. Historia y cultura en los procesos educativos. Paidós.
Taboada, B. & Álvarez, G. (2021). Enseñanza virtual. 27 preguntas y respuestas. El Ateneo.
Terigi, F., Fridman, M., Delgadillo, M., Pico, L., Ponce de León, A. (2011). Aportes pedagógicos a la reformulación de la formación inicial de los/as profesores/as de escuela secundaria en Argentina. Ministerio de Educación. https://cedoc.infd.edu.ar/wp-content/uploads/2020/01/010106Aportes_pedagogicos_a_la_reformulacion.pdf
Vázquez Recio, R. (2017). El uso de metáforas en la investigación. S. Redon Pantoja & J. F. Angulo Rasco (Coord.), Investigación cualitativa en educación (pp. 149-160). Miño y Dávila.
Velasco, J. A., & Alonso, L. (2008). Sobre la teoría de la educación dialógica. Educere, 12(42), 461-470. http://erevistas.saber.ula.ve/index.php/educere/article/view/13217
Wegerif, R. (2007). Dialogic Education and Technology. Expanding the Space of Learning. Springer.
Wegerif, R. (2013). Dialogic: Education for the Internet Age (1.a ed.). Routledge. https://doi.org/10.4324/9780203111222
Wegerif, R. (2019). Towards a dialogic theory of education for the Internet Age. N. Mercer, R. Wegerif, & L. Major (eds.), The Routledge International Handbook of Research on Dialogic Education. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429441677-3/towards-dialogic-theory-education-internet-age-rupert-wegerif
Wenger, E. (2001). Comunidades de práctica. Aprendizajes, significado e identidad. Paidós.
Wenger, E., Mcdermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Harvard Business School Press.