Listening as a Teacher: Educative Listening, Interruptions and Reflective Practice

Abstract

In this inquiry, I ask what is distinctive about listening as a teacher. I develop the meaning of educative listening as a mode of listening to interruptions in a way that promotes students’ thinking and learning. Interruptions in a teacher’s listening are defined as any unexpected response from a student to the material presented — for example, a challenging viewpoint, a difficult question, or a confusing reply — that opens up possibilities for cultivating learning. To begin, I draw upon Dewey to examine the connections between listening and learning in teacher-student interaction. In the second section, I explicate the implications of Dewey’s theory of learning for a theory of listening in reflective teaching. Here, I contend that reflective teaching entails educative listening. In the final section, I inquire into how teacher education can productively address the connections between learning to listen and learning to teach reflectively

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References found in this work

The School and Society.John Dewey - 1930 - Feffer & Simons.
The School and Society ;.John Dewey - 1902 - Dover Publications.
A Deweyan Theory of Democratic Listening.Jim Garrison - 1996 - Educational Theory 46 (4):429-451.
Didaktik Analysis as the Core of Preparation of Instruction.Wolfgang Klafki - 2000 - In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a Reflective Practice: The German Didaktik Tradition. L. Erlbaum Associates. pp. 139--159.

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