Entering the Conversation: A Novice English Teacher's Approach to Exploring Difference Using Dialogic Pedagogy

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dc.contributor.authorLindstrom, Pamela Nealen
dc.contributor.committeechairStewart, Trevor Thomasen
dc.contributor.committeememberBillingsley, Bonnie S.en
dc.contributor.committeememberSato, Takumi Carlen
dc.contributor.committeememberAzano, Amy Priceen
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2019-04-23T08:00:34Zen
dc.date.available2019-04-23T08:00:34Zen
dc.date.issued2019-04-22en
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
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
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:19381en
dc.identifier.urihttp://hdl.handle.net/10919/89086en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectEnglish Language Artsen
dc.subjectdialogic pedagogyen
dc.subjectnovice teacheren
dc.subjectdifferenceen
dc.titleEntering the Conversation: A Novice English Teacher's Approach to Exploring Difference Using Dialogic Pedagogyen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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