TY - JOUR
T1 - Bewilderment as a pragmatic ingredient of teacher - student dialogic interactions
AU - Rapanta, Chrysi
N1 - info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UID%2FFIL%2F00183%2F2013/PT#
info:eu-repo/grantAgreement/FCT/DL 57%2F2016/DL 57%2F2016%2FCP1453%2FCT0066/PT#
UID/FIL/00183/2013
DL 57/2016/CP1453/CT0066
PY - 2019
Y1 - 2019
N2 - Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more "authentic" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type of dialogue from a cognitive perspective, as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist, a socio-constructivist, and a socio-epistemological process. I then propose bewilderment, based on the philosophical concept of "critical aporia," as a necessary ingredient of pedagogical teacher-student interactions. These two elements, sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues.
AB - Several studies on dialogic pedagogies have contributed to shedding light on how the traditional, authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open, discursive formats through the inclusion of discursive moves, e.g. questions, that are more "authentic" than others. However, the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay, I define this type of dialogue from a cognitive perspective, as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist, a socio-constructivist, and a socio-epistemological process. I then propose bewilderment, based on the philosophical concept of "critical aporia," as a necessary ingredient of pedagogical teacher-student interactions. These two elements, sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues.
KW - Critical aporia
KW - Bewilderment
KW - Pedagogical dialogue
UR - http://www.scopus.com/inward/record.url?scp=85082805135&partnerID=8YFLogxK
U2 - 10.5817/SP2019-4-2
DO - 10.5817/SP2019-4-2
M3 - Article
VL - 24
SP - 45
EP - 61
JO - Studia Paedagogica
JF - Studia Paedagogica
IS - 4
ER -