Abstract:
This research project investigated teachers' use of professional dialogue in
one EC education centre in New Zealand. The qualitative case study
highlighted the teachers' understanding of professional dialogue, the perceived
purposes for professional dialogue and the cultural and organisational
opportunities for professional dialogue.
The theoretical understanding of dialogue was drawn from educational and
organisational literature. The term professional dialogue was also supported in
the literature and captured the identity and ethos of the EC teachers' role as a
professional.
Cultural historical activity theory was the conceptual framework which informed
the methodology and was used for the data analysis. Multiple perspectives
were acknowledged in a collective understanding of professional dialogue.
The research found that issues of time are important: the timing of the
dialogical space and the lack of time for professional dialogue. In addition,
opportunities for professional dialogue within an education centre are limited,
social and ad hoc conversations support a team approach to professional
dialogue, and the presence of student teachers enhance teachers'
professional dialogue.
