Fostering more symmetrical discursive practices in teacher education programs: The {coteaching|cogenerative dialogues} case

Abstract

Educational settings are generally known for using the IRE interaction. This paper aims at discussing an alternative way to transform the discursive practices in teacher education programs by using a theoretical methodology framework known as {coteaching|cogenerative dialogue}. It draws up on the socio-historical-cultural perspective for learning and teacher education as well as the studies on {coteaching|cogenerative dialogue} as a theoretical methodological framework for teacher education. Data sources include a transcription of an audio-record of {coteaching|cogenerative dialogue} meetings. The data is analyzed by with categories extracted from the Critical Discourse Analysis, interaction conversational studies and characteristics of dialogical practices. Results show that in such encounters new teachers’ ways of interacting shifted from being generally characterized by the I.R.E. patterns, to ways of interacting featured by more symmetry, with the participants contributing to the topic of the discussion, having the power to evaluate, interrupting, engaging in the topics initiated by others, showing willingness to participate, coordinating discussions, alternating leadership and alternating the position of the competent peer.

Keywords: interaction patterns, teacher education, {coteaching| cogenerative dialogues}.