Abstract
The current conceptions of teaching and learning and the educational actions based thereon place the key to learning in the interactions that take place in educational spaces, highlighting the need to increase the quantity, diversity, and quality of these interactions as a condition to improve learning. With this purpose, this paper proposes a series of criteria that optimizes the quality of the interactions and characterizes the dialogical interaction style of the teaching staff. These are Cognitive Mobilizing Patterns (CMP), which constitute a systematic set of guidelines for dialogic interaction that may be used for both the analysis of interactions and for teacher training in the criteria that define interactive and dialogical teaching.
Highlights
The current conceptions of teaching and learning and the educational actions based thereon place the key to learning in the interactions that take place in educational spaces, highlighting the need to increase the quantity, diversity, and quality of these interactions as a condition to improve learning
Son los Patrones de Movilización Cognitiva (PMC), que constituyen un conjunto sistemático de pautas para la interacción dialógica que puede usarse tanto para el análisis de las interacciones como para la formación del profesorado en los criterios que definen la enseñanza interactiva y dialógica
The analysis provided repeated patterns of interaction that occurred between the groups with the greatest improvement and which appeared hardly or not at all in the others. We call these characteristics of dialogical interaction Cognitive Mobilizing Patterns (CMP) because they were the characteristics of the teaching interaction style that was present in the groups with the highest cognitive development in the posttest
Summary
The current conceptions of teaching and learning and the educational actions based thereon place the key to learning in the interactions that take place in educational spaces, highlighting the need to increase the quantity, diversity, and quality of these interactions as a condition to improve learning. This paper proposes a series of criteria that optimizes the quality of the interactions and characterizes the dialogical interaction style of the teaching staff To identify these guidelines for dialogical interaction, video recordings of 26 sessions of interaction situations of different Special Education and Primary Education teachers whose students had obtained different results of cognitive development tests after the implementation of a program of improvement of thinking skills, were analysed, called “Understanding and Transforming". Son los Patrones de Movilización Cognitiva (PMC), que constituyen un conjunto sistemático de pautas para la interacción dialógica que puede usarse tanto para el análisis de las interacciones como para la formación del profesorado en los criterios que definen la enseñanza interactiva y dialógica. This dialogical conception of learning is based on seven principles: 1) egalitarian dialogue, 2) cultural intelligence, 3) transformation, 4) instrumental dimension, 5) creation of meaning, 6) solidarity and 7) equality of differences (Aubert et al, 2008)
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