Beskrivelse
Presentation of our InDi-project: The revised Danish teacher education program (2023) emphasizes two key dimensions: the teacher as a cultural bearer and creator, and as a conversational partner and rhetorician. These ambitions align with the school’s value-based mission, which requires students to develop pedagogical judgment and critically reflect on what constitutes good schooling and teaching—and why.However, many first-year student teachers perceive teaching and learning primarily as related to decoding the teacher’s expectations and intentions. This tendency is evident both in their campus behavior and when in school placement. The project presented here explores the tension between traditional IRE (Initiation–Response–Evaluation) structures and more dialogical teaching approaches to foster democratic participation and critical thinking among students (Dysthe, 1997; Neergaard, 2025). The project is part of the larger research initiative InDi – Inclusive Dialogue, which explores how inclusive practices can strengthen democratic participation and learning. Our study contributes to this overarching aim by introducing an intervention design grounded in drama pedagogy and aesthetic learning (Byréus, 2001; Fredens, 2018; Brodersen, 2020). The aim is to create productive disruptions and dialogical spaces that challenge ingrained practices and assumptions about teaching and learning, supporting students’ (and our own) development as reflective practitioners.
Our research questions are twofold:
How can we through aesthetic interventions create dialogical teaching spaces where educators and students co-negotiate the learning culture of teacher education?
What impact do such interventions have on students’ development as reflective practitioners?
The study adopts an intervention ethnographic approach (Padovan-Özdemir & Del, 2022), documenting and analyzing both our own teaching practices and students’ experiences. The empirical material includes products by and interviews with students, as well as our own field notes and autoethnographic texts.
In this conference paper, we will illustrate how we have enabled first-year students to practice engaging in and facilitating dialogical teaching through aesthetic experience and dialogical practice. We have negotiated and reimagined our roles and contributions, inviting responsible, active participation and subjectification (Biesta, 2017). The project thus contributes to research on how world-centered and aesthetically grounded didactics can challenge the taken-for-granted learning cultures of teacher education.
| Periode | 6 mar. 2026 |
|---|---|
| Begivenhedstitel | NERA 2026 |
| Begivenhedstype | Konference |
| Placering | Aarhus C, DanmarkVis på kort |
| Grad af anerkendelse | International |