Discursive polyphony and changes in future teachers' educators: which voices move their teaching practices?

Abstract

This article reports the main findings of a study aiming to explore the pedagogical discourse hold by educators teaching future teachers. Consequently, the study proposes a conceptual model with the main purpose of understanding the approaches to teaching in teachers' education through pedagogical discourse. Data was collected through semi-structured, in-depth interviews conducted face-to-face with seven teacher educators from four pre-service Teacher Education Programs. The interviews were analyzed using the Dialogic Discourse Analysis Method (DDA). Results showed that approaches to teaching coexist among teacher educators according to the conceptual model proposed, ranging from a low to a high degree of complexity and alterity (otherness). Finally, the article concludes that these findings have implications for both practice and research in teacher education.