Reconceptualising teacher-child dialogue in early years education: A Bakhtinian approach
This thesis argues that a Bakhtinian dialogic approach holds possibilities for reconceptualising and re-enacting teacher–child dialogue interactions in early years education. It accepts education as open-ended, with children as active participants and frames teacher–child dialogues as unique encount...
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| Language: | en |
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University of Canterbury. School of Educational Studies and Leadership
2015
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| Online Access: | http://hdl.handle.net/10092/10936 |