Dialogic teaching in the academy: difficulties, challenges and an opportunity for engaged, active and critical learning

ABSTRACT

This article presents findings from a self-research study based primarily on verbal and written feedback from the students. The aim was to examine comprehensive academic discussion of my experiences developing Freirean dialogic teaching. A brief review of the principles of critical pedagogy and a definition of dialogic teaching according to Freire is offered and a dialogic lesson is described along with a discussion of the difficulties and challenges faced. The approach was effective and found to be essential in the academy, especially in teacher-training although the work would need to be adapted to the needs and constraints of each population group.

KEYWORDS:

• Dialogic teaching
• teaching in the academy
• students
• teachers
• knowledge
• silence

Disclosure statement

No potential conflict of interest was reported by the author(s).