In:Educating in Dialog: Constructing meaning and building knowledge with dialogic technology
Edited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 133–156
Developing Teachers’ Epistemic Agency in a Knowledge Building Community through Cogenerative Dialogues
Published online: 14 November 2014
https://doi.org/10.1075/ds.24.07tan
https://doi.org/10.1075/ds.24.07tan
The aim of this study was to understand how cogenerative dialogues – reflective
dialogues involving both teachers and students directing at improving the learning
environment – might aid in the development of teachers’ epistemic agency.
To do so, we investigated how the epistemic agency of the teacher-participants
in a postgraduate knowledge building course is manifested through cogenerative
dialogues. We were able to identify two broad categories of actions related
to epistemic agency: knowledge actions and community actions. In addition,
we also uncovered one factor that could influence how their epistemic agency is
manifested: their preoccupation with Knowledge Forum, an online forum tool
used to support knowledge building.
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