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
thesisposted on 20.05.2019 by PINTIPA SEUBSANG
In order to distinguish essays and pre-prints from academic theses, we have a separate category. These are often much longer text based documents than a paper.
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.