Developing a material-dialogic approach to pedagogy to guide science teacher education
Journal of Education for Teaching
Taylor & Francis (Routledge)
Reason for embargo
Currently under an indefinite embargo pending publication by Taylor & Francis. 18-month embargo to be applied on publication
Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there is a gap in the way that science teachers think about the role of materials and that this could be addressed by changes in the theory base of teacher training, augmenting the current constructivist and dialogic theory with the addition of new materialism in the form of Barad’s ‘Agential Realism’. Our findings suggests that science teachers do not regularly explicitly consider the relationship between the material resources they deploy and the dialogic learning taking place. We argue that science teacher training and professional development should pay more attention to the material-dialogic relationships in the learning that emerges in science classrooms.
We are grateful for the support of the EU FP7 programme in funding the Science Education for Diversity (SED) Project, FP7-SCIENCE-IN-SOCIETY-2009-1 244717.
This is the author accepted manuscript.
Awaiting citation and DOI - [Vol. 44 (3)]