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dc.contributor.authorThomas, M'Balia
dc.date.accessioned2018-06-26T18:05:58Z
dc.date.available2018-06-26T18:05:58Z
dc.date.issued2016
dc.identifier.citationThomas, M. (2016). A Dialogic Approach to Supervision in the Practicum. ATE-K The Advocate. ATE-Ken_US
dc.identifier.urihttp://hdl.handle.net/1808/26587
dc.description.abstractThe term “dialogue” in research on classroom talk between student(s)teacher is frequently referenced in teaching and teacher education. Yet, there is considerable difference in how the concept is understood. Moreover, scholarship within this area rarely addresses classroom talk between another student-teacher dyad – that of practicum student and a supervising instructor (Waite 1995 is a notable exception). This paper seeks to explore the notion of dialogue as it applies to this dyadic relationship, considering the ways in which incorporating a specifically Bakhtinian approach to dialogue highlights unique aspects of talk and interaction within practicum supervision. Keywords: Dialogism, Bakhtin, Practicum Supervision, Observationen_US
dc.publisherAssociation of Teacher Educators - Kansasen_US
dc.subjectDialogismen_US
dc.subjectBakhtinen_US
dc.subjectPracticum supervisionen_US
dc.subjectObservationen_US
dc.titleA Dialogic Approach to Supervisions in the Practicumen_US
dc.typeArticleen_US
kusw.kuauthorThomas, M'Balia
kusw.kudepartmentCurriculum & Teachingen_US
dc.identifier.orcidhttps://orcid.org/0000-0002-4354-2796
kusw.oaversionScholarly/refereed, publisher versionen_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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