The Problem of “Just Tell Us”: Insights from Playing with Poetic Inquiry and Dialogical Self Theory

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    Contemporary approaches to pre-service teacher education and inservice
    teachers’ professional development increasingly reflect the
    general paradigm swing in education, advocating for dialogic coconstruction
    of understandings of teaching and learning rather than
    monologic telling of how to be a teacher or how to improve teaching
    practice. However, teacher–learners sometimes have difficulty
    adapting to the different stance required of them to participate
    effectively in this change of approach. Successfully facilitating the
    development of learners to take an active, inquiry stance requires
    engaging in the process of development of oneself: being open to
    new approaches, being prepared to be uncomfortable and being
    willing to extend one’s comfort zone as a teacher educator. In this
    self-study project, I use iterations of poetry writing and reflection to
    document my introduction to Dialogical Self Theory (DST) and the
    development that these explorations provoke. By exploring different
    perspectives of why learners sometimes ask teachers to “Just tell us,”
    I have become more thoughtful about the nature of dialogue and
    how this might be supported in engaging with learners. I argue that
    using DST as an analytical tool has not only provided meaningful
    personal insights that have affected my own professional practice as
    a new teacher educator, but also shown potential for facilitating the
    development of teachers at all stages of their professional becoming.
    Original languageEnglish
    Pages (from-to)37 - 54
    Number of pages18
    JournalStudying Teacher Education
    Volume12
    Issue number1
    DOIs
    Publication statusPublished - 2016

    Cite this

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    title = "The Problem of “Just Tell Us”: Insights from Playing with Poetic Inquiry and Dialogical Self Theory",
    abstract = "Contemporary approaches to pre-service teacher education and inserviceteachers’ professional development increasingly reflect thegeneral paradigm swing in education, advocating for dialogic coconstructionof understandings of teaching and learning rather thanmonologic telling of how to be a teacher or how to improve teachingpractice. However, teacher–learners sometimes have difficultyadapting to the different stance required of them to participateeffectively in this change of approach. Successfully facilitating thedevelopment of learners to take an active, inquiry stance requiresengaging in the process of development of oneself: being open tonew approaches, being prepared to be uncomfortable and beingwilling to extend one’s comfort zone as a teacher educator. In thisself-study project, I use iterations of poetry writing and reflection todocument my introduction to Dialogical Self Theory (DST) and thedevelopment that these explorations provoke. By exploring differentperspectives of why learners sometimes ask teachers to “Just tell us,”I have become more thoughtful about the nature of dialogue andhow this might be supported in engaging with learners. I argue thatusing DST as an analytical tool has not only provided meaningfulpersonal insights that have affected my own professional practice asa new teacher educator, but also shown potential for facilitating thedevelopment of teachers at all stages of their professional becoming.",
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    The Problem of “Just Tell Us” : Insights from Playing with Poetic Inquiry and Dialogical Self Theory. / Grimmett, Helen Lee.

    In: Studying Teacher Education, Vol. 12, No. 1, 2016, p. 37 - 54.

    Research output: Contribution to journalArticleResearchpeer-review

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