Dialogues in education: Exploring cases from music and mathematics education
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Resumo
The aim of this study is to explore how aspects of dialogic teaching are concretized in classrooms to fill the gap between educational rhetoric and classroom practices. A central competency needed in our time is the ability to participate in democratic dialogue. Education for democratic citizenship can be connected to the notion of “becoming human,” which is a central idea in the Bildung dimension of education. The national educational regulations in Norway state that the teacher’s mandate is not limited to conveying knowledge and skills but also includes fostering the students’ critical reflection, inquisitiveness, and participation. The research questions that guided the study are: What theoretical concepts can be helpful in understanding and analyzing dialogic classroom practices? How can participation be promoted through dialogic classroom practice? How do the dimensions of ontological and epistemological dialogue appear in educational settings, and how do they interact with each other? Methodologically, the article presents, analyzes, and discusses two cases from different educational settings: pre-service teacher education music courses and upper-primary-level mathematics education. The findings show that the chosen theoretical concepts of mathematizing, musicking, and Bildung, as well as ontological and epistemological dialogue, are helpful in making sense of dialogic classroom practices.
Dados da obra
- Tipo
- Artigo
- Periódico
- Dialogic Pedagogy A Journal for Studies of Dialogic Education, v. 11, n. 1, p. A60-A84
- Editora
- University Library System, University of Pittsburgh
- Ano
- 2023 (2023-07-05)
- Idioma
- en
- Palavras-chave
- dialogic teaching; democratic dialogue; student participation; Bildung; becoming human; mathematizing; musicking; initial teacher education; music education; critical reflection; epistemological dialogue
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.5195/dpj.2023.458
- ISSN
- 2325-3290
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
RINHOLM, Hanne; SOLEM, Ida Heiberg; ULLEBERG, Inger. Dialogues in education: Exploring cases from music and mathematics education. Dialogic Pedagogy A Journal for Studies of Dialogic Education, v. 11, n. 1, p. A60-A84, 2023. DOI: https://doi.org/10.5195/dpj.2023.458.
APA
Rinholm, H., Solem, I. H., & Ulleberg, I. (2023). Dialogues in education: Exploring cases from music and mathematics education. Dialogic Pedagogy A Journal for Studies of Dialogic Education, 11(1), A60-A84. https://doi.org/10.5195/dpj.2023.458
BibTeX
@article{rinholm2023,
author = {Rinholm, Hanne and Solem, Ida Heiberg and Ulleberg, Inger},
title = {Dialogues in education: Exploring cases from music and mathematics education},
year = {2023},
journal = {Dialogic Pedagogy A Journal for Studies of Dialogic Education},
volume = {11},
number = {1},
pages = {A60-A84},
publisher = {University Library System, University of Pittsburgh},
doi = {10.5195/dpj.2023.458},
language = {en}
}RIS
TY - JOUR AU - Rinholm, Hanne AU - Solem, Ida Heiberg AU - Ulleberg, Inger TI - Dialogues in education: Exploring cases from music and mathematics education PY - 2023 JO - Dialogic Pedagogy A Journal for Studies of Dialogic Education VL - 11 IS - 1 SP - A60 EP - A84 DO - 10.5195/dpj.2023.458 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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