The article is a theoretical contribution that recontextualises dialogic teacher education from primarily logocentric to embodied practice and multimodal interaction, mediating co-constructed meaning through an orchestration of modes. Drawing on the wider theoretical context of the Erasmus + project Intercultural Citizenship Education through Teacher Education for the Mediation of Picturebooks (ICETEMP), the article posits that dialogic education in teacher education for mediating children’s picturebooks in read-aloud performances needs to recognise the crucial relevance of multimodal resources in the interaction between teacher, children and picturebooks. Practices of inner dialogue, peer dialogue and interactive dialogue demonstrate how meaning is co-constructed through a rich orchestration of different multimodal resources.
Multimodal Dialogic Teacher Education: Learning to Mediate Children’s Picturebooks for Active Citizenship and Intercultural Encounters
Bortoluzzi, M.
;Bertoldi, E.
;Vasta, N.
;Tonon, C.
In corso di stampa
Abstract
The article is a theoretical contribution that recontextualises dialogic teacher education from primarily logocentric to embodied practice and multimodal interaction, mediating co-constructed meaning through an orchestration of modes. Drawing on the wider theoretical context of the Erasmus + project Intercultural Citizenship Education through Teacher Education for the Mediation of Picturebooks (ICETEMP), the article posits that dialogic education in teacher education for mediating children’s picturebooks in read-aloud performances needs to recognise the crucial relevance of multimodal resources in the interaction between teacher, children and picturebooks. Practices of inner dialogue, peer dialogue and interactive dialogue demonstrate how meaning is co-constructed through a rich orchestration of different multimodal resources.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
