This study investigated how student teachers on a Scottish teacher education programme learn by reflecting on professional dialogue experiences. Reflection on one’s own experiences and practices is at the heart of all activities that teachers do. By linking professional dialogue with reflective practices, we examined factors that contribute to students’ general approaches to professional learning on the programme and the way in which meaning is co-constructed and negotiated in professional dialogue. The results showed that the thought, discourse and social-affective dimensions of professional dialogue are inter-related. Furthermore, both student teachers’ personal background and the learning context may be related to their approaches to professional learning. In addition, their reflection tended to be descriptive with little or no consideration of the underlying educational issues or theories. Moreover, there was a tendency for one speaker to dominate professional dialogue or rather ‘professional monologue’. Therefore, we argue that there is a need for teacher education institutions to develop student teachers’ awareness of the value of professional dialogue and of the dialogic space it creates which helps realise its potential as a tool for transforming professional learning.
|Journal||Professional Development in Education|
|Early online date||4 Jul 2020|
|Publication status||E-pub ahead of print - 4 Jul 2020|
- professional dialogue
- teacher learning