Teachers reasoning practically: A philosophical analysis of how teachers develop their practice through dialogue with others.

다국어 초록 (Multilingual Abstract)

The activity of dialogue, in which teachers inquire into their practice in the company of an other or others, is now a significant feature within many different models of teacher professional development. Given the popularity of teacher-other dialogue as a means of engendering teacher change, it is regrettable that we lack a clearer conceptual understanding of just how or why it is that dialogue helps a teacher to reflect upon, and adapt, her classroom practices. This dissertation probes how and why the activity of teacher-other dialogue appears to be successful as a tool for teacher change.
The answer to the question "How and why does dialogue work as a tool for teacher change?" is grounded in an elaborate and original theory of practical reason. The philosophical theory of practical reason elucidates our understanding of how dialogue can work to stimulate teacher change by showing how a teacher's subjective theories bind her to enacting certain practices over others. Moreover, the theory of practical reason presented in this dissertation illuminates how and why the activity of teacher-other dialogue can both help a teacher to see and evaluate those subjective theories, and, thereby, to make changes to her classroom practices.
The argument of this dissertation proceeds by first establishing a context for an analysis of teacher-other dialogue, through a review of relevant educational research. On the basis of a review of the conceptions of practical reason offered by Aristotle, Hume, Kant and Bourdieu, Part II develops a detailed framework of practical reason---one that shows the relevance of this philosophical theory for understanding teaching. Part III uses the developed framework of practical reason in order to analyze two actual models of teacher-other dialogue: Schon's student-coach dialogue and Fenstermacher's practical argument dialogue. Part IV describes the practical implications the theory elaborated in this dissertation for both teacher change, and future research on teaching.
The analysis of dialogue through the lens of practical reason contributes to educational research in two major ways. Specifically, it shows that structured dialogues with others can be an effective catalyst for change in teacher practice by helping teachers gain purchase upon, and evaluate, the deliberations which underpin their practice. Second, this analysis of dialogue presents us with an illuminating view of teacher change: one in which we see the moral dimensions of teacher practice and the important role played by professional standards as a guide to development in teacher practice.