By Kimball A.I.
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Conversational style: Analyzing talk among friends. New York, NY: Oxford University Press. Vagle, M. D. (2006). Dignity and democracy: An exploration of middle school teachers’ pedagogy. Research in Middle Level Education Online, 29(8), 1–17. Valencia, S. , Martin, S. , Place, N. , & Grossman, P. (2009). Complex interactions in student teaching. Journal of Teacher Education, 60(3), 304–322. Veal, M. , & Rikard, L. (1998). Cooperating teachers’ perspectives on the student teaching triad. Journal of Teacher Education, 49, 2.
However, for an interindividual exchange to take on a “dialogic quality” the speakers must take on an active responsive attitude toward each other, where “partners do not talk at cross purposes” (Gadamer, 2004, p. 360). In genuine dialogue, participants are focused on the meanings being co-constructed. In this sense, dialogue is not merely a verbal volley between two individuals, but an epistemological and ontological orientation that requires a reciprocal responsive attitude. As Bakhtin (1986) succinctly noted, “with explanation there is only one consciousness, one subject; with comprehension there are two consciousnesses and two subjects” (p.
Teaching democracy: Unity and diversity in public life. New York: Teachers College Press. Putnam, R. , & Borko, H. (2000). What do new views of knowledge have to say about research on teacher learning? Educational Researcher, 29(1), 4–15. , & Keil, V. L. (2007). Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context. Teaching and Teacher Education, 23(1), 63–80. Tannen, D. (2005). Conversational style: Analyzing talk among friends.
A college textbook of physics by Kimball A.I.