Abstract: Although teacher candidates are adults, the instructional models used in teacher colleges are not aligned with andragogical approach. To resolve this problem a new model of adult education which is called Dialogue Education is introduced to teacher colleges in this study. Scholars believe that dialogue is a practical means to invite reflection in teacher colleges especially during school placement. Therefore in this paper Dialogue Education is introduced and by using Inductive Category Development procedure its components, which make school placement experiences effective, are determined. The findings suggest that following components can promote reflection in professional courses: Teamwork in small groups; Praxis; Clear roles; Engagement; Sequence and Reinforcement; time; location; Safety; Respect; Immediacy; Ideas, feelings, actions; Accountability, Learning Tasks.
Ahmadi, F., & Ahmadi, A. (2016). Dialogue Education as a vehicle to learn about school placement program. The Journal of Theory and Practice in Teachers Education, 2(2), 51-72.
MLA
FatemeZahra Ahmadi; Amene Ahmadi. "Dialogue Education as a vehicle to learn about school placement program". The Journal of Theory and Practice in Teachers Education, 2, 2, 2016, 51-72.
HARVARD
Ahmadi, F., Ahmadi, A. (2016). 'Dialogue Education as a vehicle to learn about school placement program', The Journal of Theory and Practice in Teachers Education, 2(2), pp. 51-72.
VANCOUVER
Ahmadi, F., Ahmadi, A. Dialogue Education as a vehicle to learn about school placement program. The Journal of Theory and Practice in Teachers Education, 2016; 2(2): 51-72.
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