This paper is a republication of an interview between Tina Kullenberg and Ana Marjanovic-Shane, published in the EARLI SIG 25 Interview Series: ”The role theory philosophy Educational Science” (Kullenberg & 2020)[2]. In interview, authors discuss reasons democratic schools sometimes support but other times do not or even limit dialogic pedagogy. conducted by Kullenberg, Marjanovic-Shane mak...

The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. ...

Abstract This systematic quantitative literature review was conducted to analyse and synthesise the extant corpus of knowledge on dialogic pedagogy within school settings, thus identify theoretical methodological gaps in literature, which might suggest new avenues for research. A search eight databases (2014–2020) revealed an initial pool 2443 papers, reduced 61 after screening eligibility. An ...

This document, of a theoretical nature, presents a reflection on dialogic rationality in nursing instruction, based on the principles that define this postmodern approach to education. The principles governing the development of dialogic pedagogy fall within the very epistemology of care, defining the explicit and implicit relationships that exist between knowledge and the practice of care. The...

This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at t...