The study is led by Alyson Simpson. It is a new iteration of the TARDIS project, which has been run in schools and teacher education programs in previous years. The study examines how learning designs, which combine use of mimetic skill, language and external symbols and memory devices, in collaborative discussion of literary texts help pre-service teachers (PST) develop professional knowledge. Through the lived experience of participating in a dialogic learning process known as Literature Circles, PST will be challenged to cooperate in social interactions and create artefacts that support knowledgeable action. As they are asked to critique their learning as both students and teachers their attention will be drawn to epistemic forms of knowing as embodied – linguistic – symbolic. Thus, their learning in a unit of study in a teacher education program will be viewed as framed in the “interaction and co-construction of knowledge objects” (Damşa and Ludvigsen 2016:1).
Data will include videos, focus group interviews, and artefacts such as work samples and assessment tasks. The data will be used to demonstrate how individuals prompted by “external memory devices” (M&G 2016 chapter 5) such as books and discussion prompts, become part of an interconnected, distributed knowledge system resulting in shared ways of knowing. The goal is to enable the PST to develop meta-awareness of “dialogical, collaborative problem-solving approaches.” (Konkola , Gröhn , Lambert & Ludvigsen 2007 p215) boundaries (Engeström, 1987) as a means of knowledge co-creation. This is phase one of a larger project that would track PST as new scheme graduate teachers into their first year of teaching focussing on how their experience of working in LC enables them to ‘boundary cross’ transferring knowledge from higher education into their professional careers.
RQ: 1 How does dialogic learning support PST understanding of literature circles?
RQ: 2 How does the learning design facilitate PST meta-awareness of knowledge co-creation?
The study uses a qualitative approach to build insight into knowledge co-creation over time. Iterative design based on dialogue as data collection in literature circles and focus groups. Artefacts used as part of student created learning tasks and as reflective prompts including visualisation for metaphoric language (Crow Country), sociogram poster (Wonder), character profiles (Hunt for Ned Kelly). Assessment tasks collected to gain insight into PST thinking from academic perspective. Digital images of artefacts (with permissions) to be uploaded as data. Analytic approaches to data will include discourse analysis informed by Alexander’s dialogic principles and Ludvigsen’s work on interaction patterns. Data will also be analysed in collaboration with Crina Damşa.