Show simple item record

dc.contributor.authorMerzliakova, Elena
dc.contributor.authorGradovski, Mikhail
dc.contributor.authorØdegaard, Elin Eriksen
dc.date.accessioned2022-06-01T08:20:25Z
dc.date.available2022-06-01T08:20:25Z
dc.date.issued2022-03-16
dc.description.abstractThis paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exchanges. The study explores how Mikhail Bakhtin’s notion of dialogue relates to the concept of ‘learning’ in the context of early childhood teacher educations in Northern Norway and Northern Russia. The data sources are textbooks used as syllabi for kindergarten teacher education in those countries. These national dialogues are understood as authoritative discourses on the concepts of learning to which the students in both countries have to relate. By being inspired by Bakhtin’s notion of dialogue, we consider that the ideas in textbooks areas are in a dialogic relationship as they are parts of a regulating battle between centrifugal and centripetal forces. A constructivist perspective on learning and the division of the learning process into subject, knowledge and education areas are identified as the centripetal forces in the dialogue on learning. Activities, tools, and the role of adults are identified as centrifugal forces. Based on the hypothetical premise that textbooks influence practices and that practice may unfold as textbooks describe, we have created hypothetical discussions between educators and students in these countries. The study provides better insight on the premises for the dialogue about learning across international borders which can be useful in internalization and exchange programs in kindergarten teacher educations in different countries.en_US
dc.identifier.citationMerzliakova E, Gradovski MG, Ødegaard EE. Dialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher education. Dialogic Pedagogy: An International Online Journal. 2022;10:A43--A64en_US
dc.identifier.cristinIDFRIDAID 2010330
dc.identifier.doi10.5195/dpj.2022.416
dc.identifier.issn2325-3290
dc.identifier.urihttps://hdl.handle.net/10037/25339
dc.language.isoengen_US
dc.publisherPitt Open Library Publishingen_US
dc.relation.journalDialogic Pedagogy: An International Online Journal
dc.relation.urihttps://dpj.pitt.edu/ojs/dpj1/article/view/416/241
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2022 The Author(s)en_US
dc.subjectVDP::Samfunnsvitenskap: 200en_US
dc.subjectVDP::Social sciences: 200en_US
dc.subjectBarnehagelærerutdanning / Preschool teacher educationen_US
dc.subjectFormell og uformell læring / Formal and informal learningen_US
dc.subjectKomparativ barnehagepedagogikk / Comparative childhood studiesen_US
dc.subjectLærebokanalyse / Textbook analysisen_US
dc.titleDialogue about “learning” across the Northern Norway-Russia border: An analysis of textbooks in kindergarten teacher educationen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


File(s) in this item

Thumbnail

This item appears in the following collection(s)

Show simple item record