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Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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open access

Published: 15 September 2023

Learning Takes Flight: Empowering Growth through Dialogic Teaching in Individual Badminton Lessons

Pauline P. L. Chin

Meragang Sixth Form College

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
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doi

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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