Dialogic Stance in Higher Education Seminars

Autor/in	Heron, Marion
Titel	Dialogic Stance in Higher Education Seminars
Quelle	In: Language and Education, 32 (2018) 2, S.112-126 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Heron, Marion)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1417425
Schlagwörter	Higher Education; Seminars; College Faculty; Values; Consciousness Raising; Dialogs (Language); Classroom Communication; Interviews; Recall (Psychology); Tutors; Foreign Countries; Teacher Attitudes; Qualitative Research; Observation; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Seminar; Fakultät; Wertbegriff; Bewusstseinsbildung; Dialog; Dialogs; Dialogue; Dialogues; Klassengespräch; Interviewing; Interviewtechnik; Abberufung; Förderlehrer; Lehrender; Tutor; Ausland; Lehrerverhalten; Qualitative Forschung; Beobachtung; Großbritannien
Abstract	A multi-dimensional conceptualisation of dialogue was used to examine how university tutors valued dialogic interaction in higher education seminars. Values were evidenced in tutors' stimulated recall interviews based on reflections of their seminar practice. As would be expected, the reflective accounts revealed different orientations towards dialogue. However, accounts also revealed how tutors managed dialogic tensions between values, contextual constraints and disciplinary aims. This paper highlights the affordances of data-led tutor reflection on classroom practice as an effective way to raise awareness of talk in seminars and ultimately engage higher education teachers in talking about talk. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01