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dc.contributor.authorLindstrom, Pamela Nealen_US
dc.date.accessioned2019-04-23T08:00:34Z
dc.date.available2019-04-23T08:00:34Z
dc.date.issued2019-04-22
dc.identifier.othervt_gsexam:19381en_US
dc.identifier.urihttp://hdl.handle.net/10919/89086
dc.description.abstractThis case study examined what happened when a novice teacher worked from a critical, dialogic stance to explore difference in his secondary English classroom. The study focused on a second-year teacher, employed at a suburban middle school, who had been trained in dialogic pedagogy during his teacher preparation program. Methods included lesson planning sessions, daily observations of the participant's classroom instruction, and participant interviews. Multiple data sources, including recordings of planning sessions, interview transcripts, classroom observation field notes, and analytical memos were generated and analyzed to establish new understandings about how dialogic practice affected his and his students' classroom experiences. These understandings suggested that the participant's efforts to enact a dialogic stance both benefited and complicated his practice. Insights generated by this study offer implications for teacher educators seeking to guide teacher candidates towards the translation of pedagogical theory into successful classroom practice in field placements and early-career classrooms.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis item is protected by copyright and/or related rights. Some uses of this item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectEnglish Language Artsen_US
dc.subjectdialogic pedagogyen_US
dc.subjectnovice teacheren_US
dc.subjectdifferenceen_US
dc.titleEntering the Conversation: A Novice English Teacher's Approach to Exploring Difference Using Dialogic Pedagogyen_US
dc.typeDissertationen_US
dc.contributor.departmentEducation, Vocational-Technicalen_US
dc.description.degreeDoctor of Philosophyen_US
thesis.degree.nameDoctor of Philosophyen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairStewart, Trevor T.en_US
dc.contributor.committeememberBillingsley, Bonnie S.en_US
dc.contributor.committeememberSato, Takumi Carlen_US
dc.contributor.committeememberAzano, Amy Priceen_US
dc.description.abstractgeneralThis case study examined what happened when a novice teacher worked from a critical, dialogic stance to explore difference in his secondary English classroom. The study focused on a second-year teacher, employed at a suburban middle school, who had been trained in dialogic pedagogy during his teacher preparation program. Methods included lesson planning sessions, daily observations of the participant’s classroom instruction, and participant interviews. Multiple data sources, including recordings of planning sessions, interview transcripts, classroom observation field notes, and analytical memos were generated and analyzed to establish new understandings about how dialogic practice affected his and his students’ classroom experiences. These understandings suggested that the participant’s efforts to enact a dialogic stance both benefited and complicated his practice. Insights generated by this study offer implications for teacher educators seeking to guide teacher candidates towards the translation of pedagogical theory into successful classroom practice in field placements and early-career classrooms.en


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