Dialogic pedagogy in Hong Kong: Introducing art and culture

Abstract

This paper presents an examination of the learning of pre-service Visual Arts teachers through dialogic pedagogy. Dialogic education gives students the power to speak in their own voices, and through the interactions which take place between them, relationships, identities and ideologies are constructed. The dialogic process examined in this paper was conducted prior to the teaching of concepts relating to art. It involved pairs of students, with one student bringing and describing his/her favourite artwork and the other responding. The data revealed that the participants learned in an interactive way, and through self-reflection and a process of critical thinking. Dialogic pedagogy favours the development of interpersonal relationships; a supportive learning environment which enhances students’ understanding is built up. After use of dialogic pedagogy for over three years in teaching this course the scope of the students’ knowledge was extended and they had become more motivated to learn.