Exploring dialogical spaces of discovery

Main Article Content

Josephine Moate
Eva Vass


This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices – our philosophies, contexts, professional orientations, and empirical puzzles – into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.

Article Details

How to Cite
Moate, J., & Vass, E. (2023). Exploring dialogical spaces of discovery. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 11(1), A39-A59. https://doi.org/10.5195/dpj.2023.504
Author Biographies

Josephine Moate, University of Jyväskylä, Finland

Josephine Moate is an international teacher educator and educational researcher based in the Department of Teacher Education at the University of Jyväskylä, Finland. Josephine's research interests include pre- and in-service teacher development, the role of language and culture in education, as well as the philosophical values that underpin the practice, theorization, and research of education.

Eva Vass, Western Sydney University, Australia

Eva Vass is a Lecturer in Pedagogy and Learning Design with expertise in observational research and classroom ethnography. Dr. Vass’s earlier research includes studies on children’s collaborative creativity through analysing classroom talk, and her recent work addresses an embodied aesthetics of the mind with research engaging with the experience-centred music pedagogy of Klara Kokas, how imagination and creative insight emerge from active listening and movement improvisations, and Alan Rayner’s Natural Inclusional approach. 



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