The cognitive, emotional, physical, gendered, sexual, and spiritual dimensions of human nature and experience are inseparable and intricate parts of every education anchored in religion. Incorporating her own learning journey stories, particularly her failure experiences, the author invites religious educators to delve into critical dialogues and…

In this article we explore how engaging in collaborative self-study resulted in a reciprocal mentorship platform for a mathematics specialist program coordinator and online adjunct instructor. Through the use of our mutually developed norms and a reflective dialogue protocol we examined how we were able to bridge our contexts so that we could…

Purpose: The purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas…

Grounded in theory that views language and writing as inextricable from the social event within which it occurs, the purpose of this ethnographic study was to explore how the dialogue produced within the context of a detracked English Language Arts (ELA) classroom contributed to students' perceptions of their writing identity. The class consisted…

We focus on how democratic practices occur during the modeling activity "The Candy Bag of Dreams." With democratic practices, we refer to approaches supporting inclusivity and active participation aimed at empowering students. We investigated one group of preservice teachers implementing an optimizing modeling activity during practicum…

This study investigates the potential of ChatGPT, a cutting-edge large language model in generative artificial intelligence (AI), to support the teaching of dialogic pedagogy to preservice teachers. A workshop was conducted with 29 preservice teachers, wherein ChatGPT and another prominent AI model, Bert, were sequentially integrated to facilitate…

Screencast technology in English writing assessment offers personalized, detailed feedback, but not dialogic. However, integrating it with ipsative assessment (IA) principles may sustain conversations between teachers and learners on students' writing development. This study explored the impact of screencast-based ipsative assessment (SIA) on…

This article explores children's use of digital popular culture as boundary objects, and the transmedial boundary work done in Swedish school-age educare (SAEC) centres. As children bring their experiences of digital media into everyday SAEC practices, they influence, and are influenced by, others around them, children as well as adults. Through…

Peer Instruction (PI), a student-centred teaching method, engages students during class through structured, frequent questioning, facilitated by classroom response systems. The central feature of PI is the ConcepTest, a question designed to help resolve student misconceptions around the subject content. Within our coordination chemistry PI…

This study emphasizes that research and practice regarding employing dialogue as transformative pedagogy should be investigated and cultivated by peace educators in ways relevant to various contexts. In this regard, Critical Discourse Analysis (CDA) has a valuable potential to contribute to the development of this relatively new scholarly field by…

This paper presents findings from a collaborative project on critical visual literacy in primary schools. In the project, we (a researcher and a teacher) implemented a series of picture book discussions with children in years 5 and 6. Our first aim was to develop the children's ability to analyse the visual images in picture books and how…

Scholarly interest in dialogic pedagogy and classroom dialogue is multi-disciplinary and draws on a variety of theoretical frameworks. On the positive side, this has produced a rich and varied body of research and evidence. However, in spite of a common interest in educational dialogue and learning through dialogue, cross-disciplinary engagement…

Dialogue has been characterised as a communicative pattern that supports critical learning in education. Seeking to analyse this relationship, we investigated the interaction between teachers and students in two classes, a Third Grade and a Fifth Grade of São Paulo State public school. During the interaction, we identified a variety of dialogic…

The fundamental aims and outcomes of higher education are increasingly at odds with the accountability and performative agenda in higher education. Pedagogical decisions are often taken with one eye on what students 'want' rather than what they 'need'. In this article, the author shows how she framed her pedagogical approach in terms of what…

The purpose of this inquiry was to understand how resident assistants (RAs) at Chatham University developed passion, personal awareness, skills, and knowledge over the course of an employment class redesigned using intergroup dialogues pedagogy (IGD). The inquiry was guided by two questions: (1) In what ways do intergroup dialogue skills explored…