Professional Dialogue Research Articles

Analysis of Elementary School English Teachers’ Professional Dialogue as Their Professional Development

This qualitative study analyzed the professional dialogue among 67 English teachers at seven elementary schools in New Taipei City in Taiwan. Based on the analysis of the documentation, observation, and interviews, the study has two major findings. First, the knowledge and skills covered in the professional dialogues of English teachers concerned planning, implementing, and managing instruction. Second, English teachers regarded their professional dialogues as effective and goal-oriented. In order to make professional dialogues into job-embedded professional development for English teachers, they must be goal-oriented and carried out in an environment of care and trust. Moreover, professional dialogue can take the form of curriculum development and lesson planning in order to help English teachers construct their professional knowledge and competence through social interaction.

Application of IoT in Analyzing Cognitive Skills of Students-A Systematic Literature Review

The Internet of Things is an interrelated system of computer equipment, digital and mechanical machinery with unique identifiers, capable of transferring and relocating data over the Internet in the absence of human-to-computer involvement or without human-to-human interactions. The entire future of the global technology will swing around the Internet of Things, which is bound to connect a large quantity of SOs- Smart Objects, or articles or entities to transform the physical environment around us to a digital world. The application of IoT involves several domains like smart grids, smart farms, better healthcare, smart cities, smart homes, smart transportation system, smart parking and so on. The problem-solving and conceptual knowledge obtained in school is basically inert for several students. In certain situations, knowledge acquired remains surface bound features of problems, as learned from school classes and textbook presentations. The Cognitive computing process uses the available data to react to changes in order to make the right decisions based on specific learning processes from past experiences. In the case of cognitive apprenticeship process, there is a need to bring deliberately the thinking process and thoughts emerge, to produce them to be visible, whether in the case of writing, reading, or problem solving. The thoughts of the teacher must be completely visible to all the students, while the thinking of students must be clearly visible and readable to the teacher. The mental capabilities of students are developed through the cognitive skills that the students need to learn to be successful in school. To effectively understand, write, read, analyze, remember, think, and solve all the problems, the students of these cognitive skills should gather so as to function collectively and properly. If these skills become weak, the students will start to struggle, unable to face problems and solve them correctly. The new learning method makes the students observe, perform and practice the subjects from both the teachers and their peers. In view of this, this study of literature review investigates and explains the concept of IoT by conducting a systematic review and assessment of corporate and communal white papers, scholarly research articles, journals and papers, professional dialogues and discussions with researchers, academicians, scholars, educational experts along with online database available. Purpose and goal of this paper is to analytically categorize, and examine the prevailing research techniques and applications of IoT approaches on cognitive skills of students towards personalization in education. The limitation of the study is that it deals only with the subject matter's application components which leave physical components.

Why re-invent the wheel if you've run out of road?

The COVID-19 disruption to 'business as usual' presents an opportunity for a profound change in oral healthcare experience for our patients and our profession. While the prospect of change has dominated professional dialogue for years, the post-COVID-19 era offers choices with respect to pace, proximity, preparedness, protection and equity. There is potential for a determined revision of the current activity-driven clinical approach, with the adoption of the minimally invasive oral care philosophy into routine practice and use of technology to remotely support our patients. Throughout COVID-19, the whole of the dental profession has demonstrated adaptability in redeployment and compassion in delivering care in a variety of settings. These vital traits and bold clinical leadership, prepared to make timely choices and act fast, will underpin our successful transition towards the safe resumption of routine dental services. In making the right choices, we have at hand a future integrated dental team care model with time to concentrate on personalised prevention advice, as well as the provision of effective, highly skilled treatment.

Fostering Teachers’ Understanding of Leadership through a Programme of Professional Learning

This article examines the implementation of a programme of professional learning, designed to support understanding of school leadership in a school that sought to effect change through teachers’ professional learning. Working with a university-based tutor who adopted a responsive approach, participants shaped the programme over a seven-month period. The evidence is presented from teachers’ reflections on leadership, observations of the sessions, and post-programme interviews. The evidence is presented under six themes, which emerged through an iterative process of content analysis, as follows: the individual versus community; relationships; culture; reflection; emotions; and impact/action. Participants indicated their understanding of leadership had evolved over the course of the programme. This led to a more collegiate and collaborative approach being welcomed, where leadership at all levels was valued. They considered that this was achieved largely through having opportunities to engage in professional dialogue with peers, which was normally seen as difficult given day-to-day priorities.

Learning the Wisdom to Seize the Moment: How Negotiators Encourage the Learning of Practical Wisdom for Themselves and Others

Expert negotiators and mediators need to create, recognize, and seize the moments that are critical for a successful negotiation or mediation. Doing so requires “practical wisdom”—a term that dates back to Aristotle—that cannot be “taught” in any simple or straightforward way. Such wisdom can only be learned through practice. This article considers how the practice of negotiation, and professional practice more generally, can be structured to encourage the learning of practical wisdom. In particular, how do professional negotiators and teachers of negotiation encourage their students and colleagues to learn the character traits and skills necessary to recognize and act well in “critical moments?”

Hostage Situation And Its Resolution In Ethiopia

Purpose of the study: One of the modus operandi of criminals such as terrorist, emotional, mentally ill person to achieve their need is held person hostage, especially government officials, investors, and tourists. The police also used to force to secure peace and security, but now the police use the hostage negotiation team to save the life of hostage-taker and hostage. These hostage-takers take innocent hostage persons as means of negotiation, which may terrorize everybody, such as an investor, tourist, and vulnerable group, which have a negative impact on the development and peace of the country. Additionally, the right to life is the mother of other human rights. The purpose of this paper is to evaluate the practice of hostage situation and its resolution
 Methodology: Data were collected through document review and interviews of police and victim, who were selected purposively since they have direct relation. This is desktop research and descriptive design. The data were collected through document review and media review. The collected data were analyzed thematically.
 Finding: The result of the analysis data shows that there is a hostage situation in Ethiopia, and the response of the police is the use of force than the negotiation team.
 Application: The police should establish a hostage negotiation department with professional negotiators. The governments also should enact negotiation policy and strategy in Ethiopia.
 Novelty/Originality: There is a hostage situation, and its resolution lacks clear guidelines in Ethiopia, and nobody studied it. Therefore, this study may use as reference material for students'; the government may use it as input for policy and lawmakers.

El Prácticum, un Espacio para la Investigación Transformadora en los Contextos Educativos Infantiles

This educational research is framed within a critical paradigm. Pursuing the aim of developing transformative educational processes, and within the riecu network (Early Childhood Education Schools-Center for Teacher Training-University), hybrid teams have been constituted, where early childhood teachers, advisors, university professors, and students participate. The study implements three different techniques for data collection and production: two focus groups, 25 reflective diaries and 25 processes of pedagogical documentation. An analysis of discourse (textual data) and content (visual data) has been used. The results show the benefits of hybrid teams for avoiding routinization in the classroom and for contributing to the development of an educational theory that emerges from practice. The most outstanding conclusions are: (1) pedagogical documentation that captures educational moments promotes reflection in-and-about the action and help teachers in rethinking their role by acknowledging what theory says; (2) the educational pair which entails a horizontal pedagogical relationship, fosters a professional dialogue where it is possible to re-create and confront the theory by means of the practical situations that have been experienced.

Námsmat á yngsta stigi í skóla án aðgreiningar

Stefnan um skóla án aðgreiningar (e. inclusive education) hefur fengið mikla umfjöllun á undanförnum árum og ríkir óvissa um hvernig skuli innleiða hana svo vel takist til. Lykilhugtök stefnunnar eru vönduð menntun allra, fullgild þátttaka, jafngild tækifæri og lýðræðisleg gildi. Misvísandi hugmyndir um stefnuna geta haft áhrif á viðhorf og skilning kennara. Brýn nauðsyn er þess vegna að skilgreina hugtakið og skapa því sameiginlegan þekkingarfræðilegan grundvöll innan skóla og utan. Greina má gjá (e. gap) í fræðunum þar sem ekki hefur tekist að samræma námsmat og skóla án aðgreiningar. Námsmat er yfirgripsmikið hugtak en einn megintilgangur þess er að leiðbeina nemendum og örva þá í námi, vera þeim hvatning og stuðla að námsvitund þeirra. Vandað námsmat getur aukið þátttöku allra nemenda og ábyrgð þeirra á eigin námi og haft jákvæð áhrif á vaxtarsjálf (e. growth mindset) þeirra. Greininni er ætlað að skapa umræður í skólasamfélaginu um hvernig efla má skilning á málefninu.Rannsóknin var viðtalsrannsókn og fór fram í fjórum grunnskólum í Kópavogi. Þátttakendur voru fimm grunnskólakennarar. Markmið hennar var að kanna hvernig námsmati umsjónarkennarar á yngsta stigi beita í skólum án aðgreiningar. Einnig voru stefnuskjöl sveitarfélagsins og grunnskóla þess greind.Niðurstöður benda til þess að kennarar hafi jákvæð viðhorf til menntastefnunnar en telji aftur á móti að aukið fjármagn þurfi til þess að auka skilvirkni hennar. Þátttakendur reyndust sýna góðan skilning á inntaki stefnunnar og kennsluhættir þeirra einkenndust af því að reyna að koma til móts við alla nemendur með fjölbreyttum kennsluaðferðum. Ósamræmi í starfsháttum þeirra innbyrðis kom þó fram, einkum með tilliti til þess hvar nemendur með sérþarfir voru staðsettir innan skóla og óvissa var um hver bæri ábyrgð á námi þeirra. Þátttakendur reyndust meðvitaðir um mikilvægi fjölbreytts námsmats og beittu hefðbundnu og óhefðbundnu mati jöfnum höndum. Greina mátti misskilning þegar tilgang leiðsagnarmats bar á góma varðandi hvernig slíkt mat birtist í framkvæmd og víðtæk áhrif þess á nám.

Qui suis-je

The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face-to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learning and the emotions one experiences in moments of discontinuity. A negative change in emotion may encourage discontinuity in immersion teacher identity and teachers’ understanding of themselves as second language learners. On the other hand, positive emotions underline the harboured passion for French and second language learning and may help re-align French immersion teacher identity to the sense of purpose teachers identified in their professional lives. The study concludes with a discussion of certain considerations arising from the data.

Developing teachers: adopting observation tools that suspend judgement to stimulate evidence-informed dialogue during the teaching practicum to enrich teacher professional development

ABSTRACT This research involves two case studies, one in Melbourne, Australia the other in Gothenburg, Sweden, that focus on how using observation tools to gather classroom evidence of teaching and learning promoted opportunities to discuss and develop professional practice. We found that dialogues between pre-service teachers and more experienced practicing teachers after an observed lesson were richer and more nuanced in their feedback when evidence was gathered and presented in a common way. The feedback provided in these dialogues was utilised in an ongoing manner when the evidence took the form of an observation tool that was provided to the pre-service teachers. Crucially these observation tools prompted pre-service teachers and their supervising teachers to attend to evidence of learning in their classes and make their reasoning and choices in practice transparent. The concepts of relational agency, communities of practice, and practice architectures provide the analytic framework for this study. Our findings suggest that in both cases formalisation of evidence-informed professional dialogues between pre-service teachers, mentors and others, can create further opportunities for professional development, provide a safe framework to interpret and expand the ‘object of activity’, and gain deeper understanding of the ‘doings, sayings and relatings’ in communities of teaching practice.

Types of communicative coordination in dialogues in academic sphere of communication

The educational and professional sphere of communication is one of the dominant in the Russian language teaching of foreign students. In this regard, the topic is significant for the practice of teaching Russian as a foreign language. The main goal of the work is to study the types of communicative coordination in the dialogical texts of the educational and professional sphere of communication (philology profile). The paper explores peculiarities of educational and professional speech of language students. The authors propose to use the concept of Borisova in relation to the analysis of the speech interaction methods in educational and professional dialogues. The authors concluded that all four types of communicative coordination of speech behaviour are presented in such dialogues. The authors suggested that it is necessary to develop interaction skills among foreign students studying the Russian language professionally for successful communication with native Russian speakers. In addition, it helps to improve the level of communicative and professional competence of foreign students. When developing a system of exercises for teaching dialogical communication in the educational and professional sphere, different types of communicative coordination should be taken into account.

An exploration of the use of ABLe by educational psychologists to promote universal inclusive practice in primary school classrooms in one local authority in Scotland

In Scotland, an increasing amount of emphasis is being placed on creating inclusive learning environments to meet the needs of all learners. An inclusion pedagogy requires a focus on all children in a classroom and a rejection of deterministic beliefs of ability. The current study examined the use of Addressing Barriers to Learning (ABLe), an inclusive practice resource developed and promoted by Dundee City Council Educational Psychology Service (DEPS). 11 educational psychologists (EPs) took part in a survey exploring their views surrounding the impact and process of using ABLe. Qualitative thematic analysis identified three key themes (Staff engagement, role of the EP, future needs) and six sub-themes (staff resistance, within-child conceptualisations, professional dialogue, evidencing impact, accessibility and format, and staged approach to implementation). The findings suggest that successful implementation of ABLe is facilitated by the collaborative coaching of inclusive pedagogy and functional links to the National Practice Model.

Formation of language and speech skills for conducting the “doctor − patient” dialogue at lessons on Ukrainian as a foreign language

The author clarifies the importance of mastering the skills of professional doctor − patient dialogue for foreign students of medical universities as one of the main types of speech activity in their future profession. The article also presents a list of results expected after the completion of the “Professional speech” course. The author analyzes the methodological literature dedicated to the above problem, defines such concepts as “professional language”, “special language”, “professional readiness”, “medical spoken language” needed to understand the requirements for linguistic knowledge, speech skills of future doctors. The structure, content, and tasks of the professional dialogue “doctor − patient” are also determined. The professional dialogue has introductory, main and final parts, each with its peculiarities that concern grammar and vocabulary aspects. All three parts have different purposes. The task of the introductory part is to establish contact with the patient; that of the basic one is to get the information you need from the patient for successful further treatment; and the final one is to provide clear and coherent recommendations and to reach an agreement on the next steps. The author outlines the basic educational material which should be mastered by foreign students during the “Professional speech” course and suggests appropriate types of work for the development of professional speech culture. Formation of communicative tasks, understanding ways of their implementation through communicative strategies and tactics are found to be essential skills for future healthcare professionals. Each of the structural parts of the professional dialogue contains label units, and therefore students are required to know such traditional tokens to be able to use them correctly, and to understand the impact of these units on the interlocutor’s consciousness. The paper mentions basic principles of semantization of the new vocabulary, i.e. translation, clarity, suggestion of synonyms, antonyms or common root words, presentation of the context, etc. An emphasis is placed on the importance of students’ acquisition of certain speech genres for their successful future practice in medical institutions: invitation, order, request, recommendation, remarks, etc.

Giebert, Stefanie & Göksel, Eva (eds.) (2019): Dramapädagogik-Tage 2018. Drama in Education Days 2018

The proceedings of the bilingual conference Dramapädagogik-Tage/Drama in Education Days 2018 in Konstanz, Germany, is the first independent publication following the yearly eponymous event. Since the conference series focuses “on best practice and research in the field of Drama and Theatre in Education specifically in second and foreign language teaching”2, the Scenario Journal has followed the conference since the beginning. The entire 2015/2 issue was dedicated to the first event in 2015 and edited by Stefanie Giebert, who is, together with Eva Göksel, the co-editor of the current proceedings. Reports on the conferences 2016 and 2017 were included in 2016/2 and 2017/1. The present book review continues this existing professional dialogue between Scenario and the Drama in Education Days. The publication consists of eleven articles in German and English, compiling reports on drama and theatre workshops as well as on projects for language education which were presented at the conference. Regarding the structure, there are four sections in the book: Foreword, Basics, Current Research and Practical Inspiration. In the foreword, which is included in English and German, the editors and conference organisers briefly introduce the authors and their articles. They also outline the genesis of the Drama in Education Days, ...

How middle leaders support in-service teachers’ on-site professional learning

Research has demonstrated that the professional development of staff is prioritised by effective school leaders. A limited, but growing research base has noted the potential influence of middle leaders, i.e., teachers with formal leadership responsibilities, to build teachers’ professional capacity. This paper examines middle leaders’ development of others’ professional and leadership capacities. It uses a mixed methods approach, analysing qualitative interview and social network data. While the qualitative data distils several key themes, the social network analyses sheds light on the interactions that support teachers’ development. The findings examine how middle leaders facilitate teacher empowerment and team building by (a) mediating instructional initiatives, (b) devising structures for curriculum enactment, and (c) creating opportunities for professional dialogue.

THE MISSION AND PROFESSION OF BUILDERS OF THE BAROQUE AGE

The article deals with the successful interaction of the Baroque builders. The author uses the term “builders” for a tandem architect-client, where the former is a builder by profession, and the latter by mission. The author states that the success of their interaction was due to the commonality of their education. This refers to the European education of that time, Septem artes liberales, which all Europeans then received and which laid the foundation of the Mohyla Academy by its actual founder, Petro Mohyla. The author mentions a number of examples of such tandems of builders and claims that it is a high level of aesthetic culture of a client, his ability to hold a highly professional dialogue with an architect, being in a common frame of reference with him regarding aesthetic and functional rules, systematically resulted in the creation of architectural masterpieces. Ivan Mazepa and Ivan Zarudnyi, Petro Mohyla and Octaviano Mancini, Paolo Romanus and Lviv brothers, Lazar Baranovych and Ivan Samoilovych with Johann Baptist Zauer — these are the names of the Baroque era builders, which the author mentions in this article. The phenomenal universality of non-Ukrainian architects at the execution of orders, particularly in Kyiv, Chernihiv and Mharsk Monastery is put in a special focus. Today, in the 21st century, a fundamentally different and non-standard situation is noted in such a dialogue: an extremely low aesthetic level of a client, lack of basic knowledge of architecture, an absence of good taste, all of which result in disastrous architectural phenomena. One of the reasons is that the cultural industry in the field of education today does not require to cultivate a taste and educate students aesthetically. The destructive consequences of such a short-sighted policy already make themselves felt.In his study, the author analyses the advantages of educational approaches of the Baroque era in general and of artistic and architectural education in particular. He explores the possibilities of applying this experience to eliminate the existing crisis phenomena and contradictions in the formation of the architectural environment. Ukrainian, foreign, soviet and pre-revolutionary sources were used.

On the compatibility of dialogism and dialectics: the case of mathematics education and professional development

ABSTRACTWe argue that the distinction between dialogue (after Bakhtin) and dialectics (after Hegel, Marx, Vygotsky), is of key importance to learning-teaching and to mathematics education. Some followers of Bakhtin have argued that these concepts are irreconcilable, or incompatible, since dialectics implies and dialogism implicitly denies the requirement of telos (i.e., a targeted endpoint). On the contrary, we argue for compatibility; dialogism can allow for the progress implied by dialectics, but its teleology is inherent in its efficacy in practice rather than in any pre-defined endpoint. We show how a mathematical or professional dialogue can involve dialectical negations and supersession, thus providing for progress or development, without loss of dialogism. Our case is taken from a lesson study in which progress emerging from classroom and staffroom dialogues is interpreted in dialectical terms as developmental. The connection with Vygotsky’s theory of concepts in learning-teaching and the possible generalization of the argument are discussed. We conclude that the key moments on which concept development turns are: (1) the negation by multiple, lived practices, and (2) the creative, speculative, supersession of inadequate concepts, in appropriate dialogues.

Sustaining a Collegewide Teaching Academy as a Community: 10 Years of Experience With the Master Teacher Program at the University of Tennessee College of Veterinary Medicine.

On the basis of strategic initiatives and an evolving focus on educational program enhancement, faculty and staff members designed a structured program to provide leadership and resources for improving instruction and disseminating educational scholarship in a veterinary college. The University of Tennessee College of Veterinary Medicine Master Teacher Program was conceptualized in the teaching academy model as a forum for professional development and dialogue. A small leadership team worked with other faculty to develop the program proposal, including its mission, vision, values, and initial goals. Programming includes monthly meetings to discuss a range of policy, theoretical, and practical topics, as well as periodic workshops focused on current strategic initiatives or hot topics. Ten years later, the program continues to successfully connect educators and have an impact on the college and profession. Attendance has grown steadily; feedback has been positive. Participants rate the program's overall value highly, particularly its impact on their teaching, the opportunity to stay current in educational topics, and the opportunity to learn from colleagues. Discussions within the program have provided valuable input for college policy and practices. Keys to sustained success have included a historical culture emphasizing the teaching mission, alignment with college goals, consistency in leadership and programming, periodic revisions and rebranding, and attention to new faculty and staff needs. This article describes the development, growth, and perceived impact of the program and emphasizes lessons learned and actions taken to sustain its success without additional personnel and at minimal cost.

School Administration Gatekeeping on “Sensitive/Controversial” Research Topics

For many engaged in qualitative research with human participants, a common question can often arise: What happens when gatekeepers block access to participants? The multitude of themes of resistance used by school administrators to prevent public school teachers across Canada from taking part in an investigation of personal perspectives of secularism in their professional workspace is explored in depth. This research dilemma was overcome by the use of critical inquiry and the development of a “tree of responses” to respond to each attempt to halt professional dialogue nationwide. With this approach, our target of 120 teacher participants was achieved, allowing us to not only delve into secularism in schools but also consider the notions of teachers’ rights to participate in research along with the fear and confusion that can arise with the alleged sensitivity and controversy this topic raises in some of the minds of today’s educational leaders.

The configurative agency of metrics in education: a research agenda involving a different engagement with data

ABSTRACT The increased use of quantitative education data is often regarded by scholars as evidence of the emergence of’governing by numbers’. These scholars ascribe major stakeholders such as the OECD and nation states agency as they produce, distribute and consume data, and respond to these with policy and management initiatives. This paper argues that metrics themselves have a configurative agency that affects education in terms of educational ideas and designs. The paper illustrates this point by analysing two cases of graduate employability metrics, each of which configures education differently, and discusses how the configurative agency of metrics can become the focal point of a different research agenda using distinct analytical concepts drawn from the sociology of quantification and new materialism. The paper concludes that such a research agenda can enable actors involved in the design and development of education to enter into a professional dialogue and engagement with education data, rather than merely dismissing it.