Using the T-SEDA dialogic approach in ‘Introduction to Teaching Profession’ classes in Nigerian Higher Education

Background and purpose: This study investigated the use of Toolkit for Systematic Educational Dialogue Analysis (T-SEDA) in the Nigerian higher education. The researcher observed in his class of adult learners that dialogue was poor and usually between the teacher and the learners, not among learners. The implication of this dialogic structure was that there was very little sharing of ideas and experiences among the learners. Aims: The aim of this study was to promote higher levels of dialogue among learners and enhance their reasoning and learning using the Toolkit for Systematic Educational Dialogue Analysis (T-SEDA). Design or methodology: The participants were the students of higher education in Nigeria. The inquiry context was the classroom in an ‘Introduction to Teaching Profession’ course. Self-audit and live coding observation were used to collect data. Analysis of baseline data and post-intervention data was done using Toolkit for Systematic Educational Dialogue Analysis (T-SEDA) coding scheme. At the intervention stage, the researcher exposed the learners to the concepts of educational dialogue including meaning, importance, dialogic moves, importance of learner-learner dialogue, and ground rules. Findings: The results gathered after the intervention demonstrated that students engaged more with one another and made more use of dialogic talk moves. Conclusions, originality, value and implications: It was concluded that students need to be exposed to T-SEDA dialogic approach or educational dialogue in order to improve their exchange of knowledge and ideas. This study suggests the value of encouraging educational dialogue and dialogic approaches in pedagogy in Nigerian education; the use of T-SEDA as a guide, and adoption of dialogic approach in research.