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Facebook Twitter Pinterest Share. Description Better than Best Practice offers a new way of thinking about classroom practice, professional development, and improving teaching and learning.

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This companion book and website together offer a selection of rich and realistic video-based case studies, context and narrative, step-by-step guidance through key issues, and commentary and debate from a range of expert contributors. Carefully chosen video clips from primary school literacy lessons show real teachers in a variety of often knotty situations: classroom conversations that take unexpected turns; grappling with assessment; managing disagreements, to name a few.

The book explores the educational potential of classroom talk and, in particular, the promise and problems of dialogic pedagogy.

It offers practical advice on how to organise and facilitate video-based professional development in which teachers share their practice with colleagues in order to learn from one another's challenges, problems, dilemmas and breakthroughs. This exciting new resource argues that critical discussions of practice, which highlight dilemmas instead of prescribing solutions, help to develop and support thoughtful, flexible, and insightful practitioners: an approach that is better than best practice.

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For example, Nicolas Burbules defines dialogue in teaching instrumentally as facilitating new understanding, "Dialogue is an activity directed toward discovery and new understanding, which stands to improve the knowledge, insight, or sensitivity of its participants". Different students are "closer" or further" from the endpoint and require different strategies to get them there. Thus, for Socrates to manipulate Meno to the preset endpoint - what is virtue is not known and problematic - is not the same to manipulate Anytus to the same endpoint.

It takes different and individualized instructional strategies.

Dialogic pedagogy - Wikipedia

Socrates, [1] Paulo Freire [19] [20] and Vivian Paley [21] all strongly critique the idea of preset endpoints however in practice they often set endpoints. Instrumental dialogic pedagogy remains influential and important for scholars and practitioners of dialogic pedagogy field.

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However, others are concerned about the teacher's manipulation of the student's consciousness and its intellectualism. In contrast to instrumental approaches to dialogic pedagogy, non-instrumental approaches to dialogic pedagogy view dialogue not as a pathway or strategy for achieving meaning or knowledge but as the medium in which they live. This is seen, for example, in the work of Christopher Phillips.


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The non-instrumental "epistemological dialogue", a term introduced by Alexander Sidorkin, [24] is a purified dialogue to abstract a single main theme, a development of a main concept, and unfold the logic. According to Sidorkin, [24] ontological dialogic pedagogy priorities human ontology in pedagogical dialogue:. Sociolinguist Per Linell [26] and educational philosopher Alexander Sidorkin [24] evidence a non-instrumental ecological approach to dialogic pedagogy that focuses on the dialogicity [5] [18] of the mundane everyday social interaction, its non-constrained nature, in which participants can have freedom to move in and out of the interaction, and the absence or minimum of pedagogical violence.

Using the metaphor of "free-range kids", Lenore Skenazy [27] defines the participants in this ecological dialogue as free-range dialogic participants.

Dialogic pedagogy

From Wikipedia, the free encyclopedia. This article has multiple issues. Please help improve it or discuss these issues on the talk page.


  • Une histoire de citrouilles (French Edition);
  • Duplicate citations;
  • Ghost Of A Chance!
  • Defining 'Dialogic Education' - Rupert Wegerif?
  • Lost in the Fifties Tonight (In the Still of the Night)?
  • Im a Frayed Knot: Musings from My Life.
  • COMMUNICATIONS-ELECTRONICS, 1962-1970.

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Better than Best Practice : Developing teaching and learning through dialogue

Description Better than Best Practice offers a new way of thinking about classroom practice, professional development, and improving teaching and learning. This companion book and website together offer a selection of rich and realistic video-based case studies, context and narrative, step-by-step guidance through key issues, and commentary and debate from a range of expert contributors. Carefully chosen video clips from primary school literacy lessons show real teachers in a variety of often knotty situations: classroom conversations that take unexpected turns; grappling with assessment; managing disagreements, to name a few.

The book explores the educational potential of classroom talk and, in particular, the promise and problems of dialogic pedagogy. It offers practical advice on how to organise and facilitate video-based professional development in which teachers share their practice with colleagues in order to learn from one another's challenges, problems, dilemmas and breakthroughs. This exciting new resource argues that critical discussions of practice, which highlight dilemmas instead of prescribing solutions, help to develop and support thoughtful, flexible, and insightful practitioners: an approach that is better than best practice.

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How can I use video to improve my teaching?