Last week Dr.
Schallert from the Educational Psychology department was kind enough to give us
a short talk entitled “Dialogic
Relationships and the Identity Project of Graduate Students.” Here are some key points I've put together
based on some notes I took during the talk.
· · People learn in the
context of the relationship they have (with the instructor)
o
Fear, dominance, and coldness leads to one type
of learning
o
Care (as defined by N. Noddings) – best for learning and growth
§
Does not mean the teacher has to be warm and
loving
§
The instructor is looking out for the student’s
best interest, which may involve being stern and strict.
§
Students must give back to the teacher some sign
that caring has occurred.
§
The teacher may try to care for the student, but
if the student doesn't acknowledge it, the relationship doesn't get
established.
§
The quality is determined by the relationship,
not of the specific individuals
· · Relationship to the Future
o
Determined by the student’s relationship towards
an imagined future thought community. (Academic community?)
o
Students starting graduate work may have
personal goals, which may not be connected to scholarly work. After time, students begin to think of
themselves as scholar in training.
o
The real life relationship to (people in?) the
thought community isn't necessarily important, but the thought community itself
is.
o
Students’ task (in graduate school) is to develop
the ways of thinking/talking/writing that allow them to join in their imagined
thought community.
· · Time factors that shape graduate students’
development
o
Physical time
o
Phylogenetic time
o
Cultural historical time
o
Ontogeny of mentor
o
Ontogeny of student
o
Microgenesis
Dr. Schallert concluded that
the students’ imagined futures influence their development in the present, and even though she doesn't normally deal with pedagogical implications, she suggested that perhaps ”a teacher who
has an appreciation of these theories brings to the classroom more patience for
variety and more explicit awareness of how and what he/she is doing fits with
students' future goals.”
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| Photo Credit: Jeonghyun Lee |
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| Photo Credit: Steven Kroman |
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