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The study analyzes Japanese elementary teachers’ practices, emphasizing how dialogic pedagogy research has rarely highlighted this dimension of teacher learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Kiyotaka Miyazaki\u003Cbr>Waseda University, Japan |\n| --- | --- |\n\nAbstract  \nThis paper argues that a teacher should and can be not only the organizer of a lesson as well as participant in a dialogue who has the equal right with pupils vis-à-vis the truth of the learning material in order to make lessons dialogic. To analyze such a teacher’s way of being in the lesson, the concept of a triadic relationship among pupils, learning material, and a teacher was introduced. The teacher can learn something new in the pupils’ learning material as the pupils can do. The teacher can discover an unknown question that she/he does not know its answer or even its existence in pupils’ wrong or irrelevant thoughts about the learning material. This sort of teacher’s learning makes classroom lessons dialogic as pupils and a teacher exercise the equal rights vis-à-vis the truth of the learning material in the lesson. Here, pupils and teachers learn about the learning material from each other. The importance of this sort of teacher’s learning for dialogic lessons has been rarely emphasized in dialogic pedagogy research. These arguments are advanced in this paper based on the analysis of the Japanese elementary teachers’ knowledge of practices. This paper focuses mainly on the pedagogical view named Saitou pedagogy developed by Kihaku Saitou and his colleagues, and studies their thoughts and classroom lessons to investigate teacher’s work to make lessons dialogic. To provide a theoretical basis for the analysis, theories of dialogue, developmental psychology and dialogic pedagogy were reviewed to understand how these theories had studied the triadic relationship and were compared with Saitou pedagogy. The result demonstrated that Bakhtin’s perspective on the dialogic author was useful in analyzing the teacher’s way of being in Saitou pedagogy. It was also suggested that Saitou pedagogy’s view of the unknown question would give Bakhtinian theories of dialogue a hint for new area of study.  \nKiyotaka Miyazaki is a professor at the Faculty of Human Sciences, Waseda University, Japan. His research interest is examining the views Japanese teachers’ knowledge of practice and making them encounter with theories of dialogism such as Bakhtin, Gadamer and other dialogic pedagogies to discover some universal principles of the dialogic education.  \n􀀡􀀡􀀢  \nIntroduction  \nThe concept of a triadic relationship among individuals and their shared topic played an important role in the research tradition of dialogism in which the relations between participants of a dialogue and their shared topic is investigated in various forms (Linell, 2009) . In more empirically oriented studies, this concept has been emphasized in developmental psychology since the proposal of secondary intersubjectivity by Trevarthen (Trevarthen & Hubley, 1978) . In theories of dialogic pedagogy, a triadic relationship, particularly  \nDialogic Pedagogy: An International Online Journal | [https://dpj.pitt.edu](https://dpj.pitt.edu)  \nDOI: 10.5195/dpj.2019.239 | Vol. 7 (2019) A58  \nDialogic Lessons and Triadic Relationship Among Pupils, Learning Topic, and Teacher  \nKiyotaka Miyazaki  \namong pupils, their learning material, and teachers, has been implicitly presupposed but not explicitly explored as a theme. This paper analyzes some Japanese teachers’ thoughts and their classroom lessons to examine how and in what form a triadic relationship among pupils, their learning material, and teachers exists in dialogic lessons and how teacher work in a triadic relationship to make it dialogic.  \nWhy is a triadic relationship among pupils, pupils’ learning material, and teachers problematized in this paper? The importance of “collaboration” has been rather common in studies on pupils’ learning processes, particularly after the Vygotskian school of learning became popular (Vygotsky, 1978) . Ho","cbCaiult1dMQBlaK","https://ap.wps.com/l/cbCaiult1dMQBlaK","pdf",414874,31,"English","# Introduction\n## Triadic relationship in dialogism and developmental psychology\n## Teachers’ role and the gap in learning sciences\n## Purpose and research focus","[{\"question\":\"What makes classroom lessons dialogic in this paper?\",\"answer\":\"Lessons become dialogic when the teacher is not only an organizer but also an equal participant with pupils regarding the truth of the learning material.\"},{\"question\":\"What is the triadic relationship examined in the study?\",\"answer\":\"The paper focuses on how a triadic relationship among pupils, their learning material, and the teacher exists and operates during dialogic lessons.\"},{\"question\":\"How does the teacher learn in a triadic dialogue?\",\"answer\":\"The teacher can learn from the pupils’ learning material and even discover unknown questions through pupils’ wrong or irrelevant thoughts.\"}]","Dialogic Lessons and Triadic Relationship Among Pupils, Learning Topic, and Teacher | PDF",1792091726,78]