4. Implications of incorporating daily knowledge as personal theoretical reflection to teaching practice in order to guide dialogic learning

Abstract

This paper reviews the results of a research, which objective was to interpret the implications of incorporating knowledge as personal theoretical reflection to teaching practice in order to guide dialogic learning. The investigation was documentary-interpretative. Data was collected by highlighting key ideas through document revision. Results were then presented in graphs and a chart for analysis and interpretation was designed. It is concluded that the apprentice acquires learning by building up new knowledge. The teacher conceives the apprentice as an epistemic subject. Teaching practice is reflective, complex and dialogic. Commonness is a challenge for teachers. Dialogic learning emerges from the epistemological idiosyncrasy of each apprentice.