Pre-service Teachers Reflections on Their Ability to Conduct Authentic Dialogue in Preschool after Training Program Participation

Abstract

Educators that undergo training in diverse pedagogical approaches enhance their instructional abilities, enabling them to form quality interactions with children and foster an overall positive classroom atmosphere (Hoy, et al., 2006). Training programs should carefully consider, acknowledge and respect teacher's prior beliefs regarding their role, while addressing any apprehensions they may have during their student teaching experience. Pre-service teachers are at a unique juncture in their professional development. Simultaneously, they are students with limited abilities but yet must meet high levels of performance as teachers (Fives, et al., 2007). The authentic dialogue training program's main goal was to enable students to be autonomous thinkers and doers while engaging in open dialogues with preschoolers. Deci and Ryan (2002) state that a learning environment that is autonomous and supportive rather than controlling, motivates teachers to integrate and implement new knowledge into their professional practices. The knowledge they required in the authentic dialogue training program was taught through practical interactive seminars, this boosted their sense of self-confidence and enhanced their ability to implement the techniques learned into their dialogues with preschoolers. The assumption was that this approach would empower the pre-service teachers to enable the child to lead the dialogue based on their personal interests. This may be achieved through active listening and shifting away from a teacher-led dialogue (Alexander, 2018).