Dissertation/Thesis Abstract

Elementary preservice teachers' use of dialogic teaching
by Swingen, Cynthia Carol, Ed.D., Lewis and Clark College, 2014, 220; 3665941
Abstract (Summary)

This instrumental, collective, targeted case study explores decisions elementary preservice teachers make with respect to culturally responsive teaching through the lens of dialogic teaching. Most candidates currently enrolled in elementary teacher education programs in the United States are young, white, and female. Meanwhile, the population of students in U.S. schools grows increasingly diverse, leading to a widening cultural gap between teachers and many of their students. Many preservice teachers opt not to use culturally responsive instructional strategies, particularly those related to communication, also known as dialogic teaching practices, despite research indicating such practices foster improved academic achievement for all students-but especially for students of color who are typically underserved in U.S. schools. Who the preservice teachers are when they enter teacher education programs, their experiences inside and outside of school, plus factors as broad as the context of schooling in the United States to as narrow as the impact of one particular student in a classroom, influence the choices a preservice teacher makes when faced with a lesson to teach, a room full of young children, and a ticking clock. Explicating decisions made by preservice teachers through direct classroom observations, followed by one-on-one interviews, provides a glimpse into factors promoting or inhibiting participants' use of dialogic teaching strategies. This study is part of the larger effort to support student discourse and teacher preparation through the use of one component of culturally responsive instruction as viewed through the lens of dialogic teaching, thus addressing the need to better serve all children in our nation's schools.

Indexing (document details)
Advisor: Allen, Kasi
Commitee: Flad, Betty, Griffin, Linda
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 76/04(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Pedagogy, Communication, Elementary education, Teacher education
Keywords: Culturally, Discourse, Diversity, Equity, Preparation, Responsive
Publication Number: 3665941
ISBN: 978-1-321-38825-1
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