Dialogical Pedagogy: An International Online Journal - Vol. 10 (2022) - Dialogical experiences in technologically mediated teacher education

Oct 15, 2026

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The work analyzes pedagogical experiences in university teacher education through dialogue across two chronotopes: habitual face-to-face teaching and exceptional non-face-to-face teaching during COVID lockdowns. It examines two Language and Literature teacher-education course cases in Argentine universities, focusing on equitable dialogical interaction and the progressive, collaborative co-elaboration of knowledge using autoethnographic narratives. The analysis compares contexts, ICT experience of teaching teams, and the stability and predictability of non-face-to-face sequences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Abstract

Pedagogical experiences across chronotopes

Dialogical interaction and knowledge co-elaboration

Autoethnographic narratives and qualitative analysis

ICT integration and instructional decision-making

ISSN: 2325-3290 (online) Dialogical experiences in, for, and from technologically mediated contexts in teacher education María Beatriz Taboada National Council for Scientific and Technical Research. Autonomous University of Entre Ríos (UADER), Argentina Guadalupe Álvarez National Council for Scientific and Technical Research. National University of General Sarmiento (UNGS), Argentina Abstract This work proposes an analysis of pedagogical experiences developed in the context of university teacher education in dialogue with two different chronotopes: habitual face-to-face teaching modality and exceptional non-face-to-face teaching modality due to the COVID lockdown. We consider here two cases of Language and Literature teacher education courses in two universities in Argentina. Both experiences share the search for an equitable, dialogical interaction, in which there is a recovery of the students’ opinions and criteria for the progressive and collaborative elaboration of knowledge. From a qualitative perspective, we resorted to autoethnographic narratives elaborated by the responsible teaching teams of the courses. In the approach we propose, there is a dialogue among different elements of our inquiry: a dialogue between the conceptions that we assume as teachers and researchers about teaching in face-to-face and virtual environments; a dialogue between the conceptualizations and concrete teachingdecisions; between the contexts of performance and the possibilities offered by virtuality; between the pedagogical experiences and the narratives; between the records and other materials that allow us to reconstitute these experiences; and between our voices and the voices of students and graduates who give us back evaluations and sustain the continuity of the dialogue. The analysis accounts for the definition of different chronotopes in the experiences and moments addressed. In both cases, the differences observed respond to contextual factors, particularities of the courses and the previous experiences that the teaching teams have had with ICT. Beyond the above-mentioned differences, for the exceptional non-face-to-face proposals, a greater stability in the proposed sequences and in the dynamics involved is observed in the two experiences, which seeks to generate greater predictability. Keywords: dialogical education, teacher education, digital technologies, dialogue, virtualization María Beatriz Taboada is a Doctor in Humanities and Art, with a major in Linguistics. Researcher at the National Council for Scientific and Technical Research (CONICET) at the National University of Entre Ríos (UNER), Argentina. Professor of Linguistics Seminar at the Faculty of Humanities, Arts and Social Sciences of the Autonomous University of Entre Ríos (UADER), Argentina. At this same university, she directs the Kaleidoscope Study Group, aimed at addressing didactic materials and teaching mediations in the teaching of Language and Literature, at the Regional Center for Research in Humanities and Social Sciences (CRIHCS) . Guadalupe Álvarez is a Doctor of Language and Literature, National University of Cuyo (Mendoza, Argentina) . Researcher at the National Council for Scientific and Technical Research (CONICET) at the National University of General Sarmiento (UNGS), Argentina. Professor of Educational Technology and Literature and Language Teaching at the Institute of Human Development of the National University of Dialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu) DOI: 10.5195/dpj.2022.450 | Vol. 10 (2022) DT123 Dialogical experiences in, for, and from technologically mediated contexts María Beatriz Taboada, Guadalupe Álvarez General Sarmiento. She is interested in teaching reading and writing practices, particularly in cases in which these practices are mediated by digital technologies. ÏÏÒ Experience as dialogue or dialogue as experience This work brings together chall

FAQs

What two teaching chronotopes does the study compare?

It compares habitual face-to-face teaching with exceptional non-face-to-face teaching proposals created during COVID lockdowns.

How does the study characterize dialogical interaction in teacher education?

It emphasizes equitable participation, recovery of students’ opinions and criteria, and progressive collaborative knowledge building through sustained dialogue.

What research method is used to analyze the experiences?

A qualitative approach is applied using autoethnographic narratives elaborated by the responsible teaching teams of the courses.

Oct 15, 2026

Upload by hdkawk