At the nexus of learning and innovation
Dec
07
December 7, 3:00 am
Where

Thursday 7 Dec, 2 – 4 pm

Education Primary Maths Room 409, A35 Education Building

From tacit to explicit knowledge construction: methodologies for exploring dialogic materiality in pre-service teacher education

Where

Thursday 7 Dec, 2 – 4 pm

Education Primary Maths Room 409, A35 Education Building

Joint presentation with Crina Damsa, Alyson Simpson and Tingjia Wang

From tacit to explicit knowledge construction: methodologies for exploring dialogic materiality in pre-service teacher education

Light catering will be provided, please register at http://bit.ly/2AgQR0t

This presentation will be recorded

The CRLI has invited key international scholars from leading centres to collaborate on its project Understanding and Facilitating Learning in Emerging Knowledge Co-creation Spaces, funded under the Sydney Research Excellence Initiative 'SREI’ 2020 scheme. This presentation, showcasing multiple mixed methodologies, will prompt discussion of the advantages and risks of taking transdisciplinary approaches to data analysis. The three speakers provide contrasting and complementary insights on common data samples. Time will be given to discussion of video and transcripts.

 

Crina Damsa, University of Oslo

Title: Co-construction of knowledge and productive interaction patterns in pre-service teachers'  object-related dialogues

In her presentation, Crina Damsa will employ the analytical framework building on Interaction Analysis techniques to identify patterns of interaction in verbal dialogue and manipulation of developing or finished objects, and discuss how these contribute to the co-construction of knowledge by pre-service teachers.

Tingjia Wang, University of Sydney

Title: Profiling the flow of knowledge co-construction and pre-service teachers’ meta-awareness of dialogic learning with consistent linguistic evidence

In her presentation, Tingjia Wang will use the analytic framework of Systemic Functional Linguisitics (SFL) to assess pre-service teachers’ meta-awareness of dialogic learning as a means of knowledge co-creation based on both their linguistic patterns and dialogical approaches.

Alyson Simpson, University of Sydney

Title: Mediating pedagogic activity through conceptual and material artifacts to improve the impact of dialogic learning

In her presentation, Alyson Simpson will use Alexander’s principles for dialogic teaching to examine pre-service teachers discussion of children’s literature for evidence of deliberative learning design.