ABSTRACT Dialogue is a critical component of teaching, especially when considering it from a sociocultural theory of learning. An instructor’s knowledge of the subject matter is critical, but not sufficient. The ability to verbally articulate that knowledge while hearing and responding to the developing ideas and knowledge of the students is necessary to foster understandings. Unfortunately, many preparation programs for higher education educators often do not include significant emphasis and exploration of classroom dialogue. To support the development of new science instructors and our own understanding of how to guide them as they begin teaching in higher education, it was important that we understood how they negotiated this new dialogue. This collaborative self-study explores a new science instructor’s understanding of dialogue as a teaching tool. The implications of the findings, which were derived from critical friends meetings, journal entries, student surveys and audio recordings of classroom dialogue, serve to inform higher education in terms of preparing new science educators.

中文翻译：

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向高等教育教学科学的过渡：在正规教育环境中探索非正式的对话教学方法

摘要对话是教学的重要组成部分，尤其是从社会文化学习理论考虑时。讲师对主题的了解很关键，但还不够。在听取和回应学生不断发展的思想和知识的同时，口头表达该知识的能力对于增进理解是必要的。不幸的是，许多针对高等教育教育者的预备课程常常没有充分强调和探索课堂对话。为了支持新的科学教师的发展以及我们对他们在高等教育中教学的指导方式的理解，重要的是我们了解他们如何谈判这种新的对话。这项协作式自学探索了新的科学教师对对话作为教学工具的理解。这些发现的意义来自于重要的朋友会议，日记条目，学生调查以及课堂对话的录音，这些信息有助于在培养新的科学教育工作者方面为高等教育提供信息。