Faculty Publications

Promoting Preservice Teacher Efficacy Through Dialogic Problem-Posing Seminars

Document Type

Article

Keywords

dialogic pedagogy, English education, preservice teachers, problem-posing seminars, Self-efficacy

Journal/Book/Conference Title

English in Education

Volume

54

Issue

4

First Page

358

Last Page

370

Abstract

This study addresses how problem-posing seminars provided room for preservice teachers (PSTs) to navigate the disconnect between theory and practice, facilitating reflection on their experiences, and fostering self-efficacy as novice English teachers. Viewing student teaching as identity construction, the authors applied the lens of Lensmire’s “voice as project” to written reflections of problem-posing seminar participation, exploring perceptions of self-efficacy in teaching. Written reflections indexed themes present in the larger data set generated from problem-posing seminars: the transitional nature of the student teacher field experience, the emerging reliance on a dialogic pedagogy, and their burgeoning sense of agency in the classroom. The problem-posing framework can be an integral scaffold supporting English teachers’ efforts to enact a dialogic pedagogy or other student-centered frameworks for teaching, establishing spaces where the mosaic of different facets of experience is valued and enables teacher and student alike to define their voices and determine their own trajectories.

Department

Department of Languages and Literatures

Original Publication Date

10-1-2020

DOI of published version

10.1080/04250494.2019.1626195

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

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