Bewilderment as a pragmatic ingredient of teacher - student dialogic interactions

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Abstract

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.
Original languageEnglish
Pages (from-to)45-61
Number of pages18
JournalStudia Paedagogica
Volume24
Issue number4
DOIs
Publication statusPublished - 2019

Keywords

  • critical aporia
  • bewilderment
  • pedagogical dialogue

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