Promoting preservice teacher efficacy through dialogic problem-posing seminars
dialogic pedagogy, English education, preservice teachers, problem-posing seminars, Self-efficacy
English in Education
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 of Languages and Literatures
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Hill, Jim; Bass, Erika Lynn; and Stewart, Trevor Thomas, "Promoting preservice teacher efficacy through dialogic problem-posing seminars" (2020). Faculty Publications. 264.