Abstract
Educational settings are generally known for using the IRE interaction. This paper aims at discussing an alternative way to transform the discursive practices in teacher education programs by using a theoretical methodology framework known as {coteaching|cogenerative dialogue}. It draws up on the socio-historical-cultural perspective for learning and teacher education as well as the studies on {coteaching|cogenerative dialogue} as a theoretical methodological framework for teacher education. Data sources include a transcription of an audio-record of {coteaching|cogenerative dialogue} meetings. The data is analyzed by with categories extracted from the Critical Discourse Analysis, interaction conversational studies and characteristics of dialogical practices. Results show that in such encounters new teachers’ ways of interacting shifted from being generally characterized by the I.R.E. patterns, to ways of interacting featured by more symmetry, with the participants contributing to the topic of the discussion, having the power to evaluate, interrupting, engaging in the topics initiated by others, showing willingness to participate, coordinating discussions, alternating leadership and alternating the position of the competent peer. Keywords: interaction patterns, teacher education, {coteaching| cogenerative dialogues}.
Highlights
The ruling relations which characterize most current educational systems – such as the IRE pattern3, for example, is still a concern for those involved in the task of educating teachers which share the belief that the more dialogic a discourse appears, the more it acts against rules and controls characteristics of the educational system
As Foucault (1979) highlights, power is played out through institutionalized discursive practices. This is significant in Brazilian context, in which educational settings are generally known for using the IRE interaction
This paper aims at discussing an alternative way to transform the discursive practices in teacher education program
Summary
The ruling relations which characterize most current educational systems – such as the IRE pattern, for example, is still a concern for those involved in the task of educating teachers which share the belief that the more dialogic a discourse appears, the more it acts against rules and controls characteristics of the educational system. It has been argued that the process exhibits the potential to (a) expand evaluation methodologies that will position participants more centrally in the collection of data, and in the analysis of this data in order to catalyze transformative practices in education programs (Martin and Scantlebury, 2009), (b) reduce the number of hindrances associated with assessment, (c) provide contexts for generative learning, and (d) contribute to a more sophisticated activity system associated with preparing teachers (Milne et al, 2011) This is possible according to the researchers, because, in cogenerative dialogue (meetings that follow cotaught lessons), all teachers discuss and theorize their experiences in the foregoing lesson with the intent to designate changes in the learning environment.
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