Uptake of Dialogic Teaching and Learning Using a Genre-Based Pedagogical Approach: Engagement and Identity Negotiation in an English Language Teacher Education Writing Course in Thailand

This thesis examines the uptake of dialogic teaching and learning in the context of an English language teacher education writing course in Thailand through the introduction of a genre-based pedagogical approach. The sociocultural constructs of appropriation and mediation are used as a frame for conceptualising teacher educators’ and pre-service teachers’ teaching and learning identities as mediated by their experiences, and as related to their actual teaching and learning practices. The findings indicate the necessity of providing a bridge for both teacher educators and pre-service teachers in settings of transmissive teaching to work effectively towards more dialogic teaching approaches.