Dialogue and language as factors contributing to transformative learning in academic tutoring

Grzegorz Grzegorczyk

Abstract

Among a number of teaching practices, personalized education is gaining in popularity owing to its enticing appeal of a novel, humanistic attitude with unparalleled pedagogical results unlike those observed in traditional standardized mass education models. As part of the fourth moment in the history of education (according to the timeline in Davis, Sumara and Kapler, 2015), personalized education under the guise of tutoring or educational coaching is boldly re-entering schools and the academic world. Observing the daily practices of tutors and educational coaches on various levels of schooling, we can note a number of features which contribute to the emergence of a model where learning becomes an autonomous, lived experience. In this model communication is understood as a collaborative dialogical practice, which leads us to see learning as a result of interactivity in the learner-tutor dyad afforded by geo-spatial conditions, physio-psychological elements and language. All these contribute to the occurrence of transformative results as evidenced in student post-tutoring narratives. In this paper we present learning in the dialogical tutor-tutee paradigm as a distributed, embodied, and enacted meaning-making process rather than mere ‘sending’ and ‘receiving’ of substantive information (e.g., De Jaegher and DiPaolo, 2007; Neuman and Cowley, 2013). Described as such, the method fits in the paradigm of self-regulated learning. We therefore postulate the claim that personalised education as exemplified by tutoring is co-agential and prompts learning on multiple timescales. Consequently, cognition and learning in tutoring is enactment of knowledge, while coordinating speech rather than knowledge transmission.
Autor Grzegorz Grzegorczyk (WF / ILSiT)
Grzegorz Grzegorczyk
- Instytut Lingwistyki Stosowanej i Translatoryki
Tytuł czasopisma/seriiPsychology of Language and Communication, ISSN 1234-2238, e-ISSN 2083-8506, (B 12 pkt)
Rok wydania2018
Tom22
Nr1
Paginacja164-186
Objętość publikacji w arkuszach wydawniczych1.5
Słowa kluczowe w języku angielskiminteractivity, learning, language, embodiment, meaning-making
Klasyfikacja ASJC3310 Linguistics and Language; 3204 Developmental and Educational Psychology; 3315 Communication; 1203 Language and Linguistics; 3205 Experimental and Cognitive Psychology
DOIDOI:10.2478/plc-2018-0007
URL https://doi.org/10.2478/plc-2018-0007
Języken angielski
LicencjaCzasopismo (tylko dla artykułów); opublikowana ostateczna; Uznanie Autorstwa - Użycie Niekomercyjne - Bez utworów zależnych (CC-BY-NC-ND); w dniu opublikowania
Punktacja (całkowita)12
Żródło punktacjijournalList
PunktacjaPunktacja MNiSW = 12.0, 28-10-2019, ArticleFromJournal
Wskaźniki publikacji Scopus SNIP (Source Normalised Impact per Paper): 2016 = 0.38
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