Education Quarterly Reviews
ISSN 2621-5799
Published: 15 September 2023
Learning Takes Flight: Empowering Growth through Dialogic Teaching in Individual Badminton Lessons
Pauline P. L. Chin
Meragang Sixth Form College
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10.31014/aior.1993.06.03.777
Pages: 224-236
Keywords: Dialogic Teaching, Metacognitive, Qualitative Inquiry, Teacher-Student Relationship
Abstract
In the dynamic landscape of education, characterised by the need for resilience, the convergence of dialogic teaching and the passion for badminton presents a pathway to profound learning experiences. This article explores the intersection of these two realms, highlighting the invaluable insights and synergies they contribute within a robust educational framework. This qualitative investigation involves two experienced teachers and three Year 12 student athletes actively engaged in dialogic-based lessons. The data collection process encompasses recorded observations and interviews with the teachers and students and uses thematic analysis techniques to analyse the gathered information comprehensively. The findings reveal that dialogic teaching catalyses student engagement and growth, opens dialogues that stimulate metacognitive processes, promotes personal growth and respectful exchange of ideas, and extends the value of transferable skills beyond the court. The role of the teacher emerges as pivotal in shaping interactional behaviour and establishing an environment conducive to skill and knowledge acquisition. Through scaffolded dialogic interactions, students are guided towards critical thinking, enabling them to develop a more thorough understanding of the subject and refine their skills. The insights gained contribute to creating transformative learning experiences by promoting dialogue, resilience, and transferable skills, empowering students to excel in both badminton and their learning outcomes, preparing them for future challenges and fostering their holistic development.
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