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Purpose The purpose of this paper is to elaborate on the role of a group facilitator when taking a dialogical stance. A special interest is facilitator’s processual responsiveness and its potential for supporting a dialogic approach to process facilitation. Design/methodology/approach Theoretically, the article is based on dialogue and dialectic relationship theory. Empirically, it is based on pragmatic analysis of excerpts from audio recordings of a two-day process facilitation with an organizational group called KUDIAS. Findings The analysis highlights the importance of processual responsiveness of the facilitator in terms of focused attention to the process as well as to the interpersonal relations between the participants in the process. Being processually responsive, the facilitator supports the process in becoming dialogic toward all participants’ perspectives and in creating a climate characterized by curiosity, wondering, exploration and recognition. However, facilitator’s processual responsiveness also requires the ability to balance the process between support and confrontation. Originality/value Processual responsiveness is developed and discussed theoretically as well as empirically.

Purpose – The purpose of this paper is to present an approach to group coaching in the workplace that can enhance shared learning in groups and teams through dialogue as opposed to group members’ individual positioning through discussion and debate. Design/methodology/approach – An action research project conducted throughout one year in collaboration between the management groups of the Elderly Care in a Danish municipality, two organizational consultants and two researchers from the Department of Communication and Psychology at Aalborg University. The dialogical approach to group coaching is developed in the interaction between dialogue theory and the performance and close analysis of 12 video-taped coaching sessions with four management groups. The development of the dialogic group coaching concept is further supported through common reflections between researchers and groups in initial meetings as well as during the coaching sessions and final interviews, reflections between researchers and groups in initial meetings as well as during the coaching sessions and final interviews. Findings – The non-directive approach of dialogic group coaching is inspired by Transformative Mediation. This approach includes a focus on empowerment and recognition within the group in terms of promoting common reflection and learning. This also appears to diminish conflict talk and conflict-based relationships. Further, the dialogic approach emphasizes the importance of a coaching contract to create a common basis for reflection and action, which is found to reduce individual positioning. Originality/value – The paper develops a dialogic concept of group coaching in theory and practice, while focusing on the learning processes and development of the participating management groups.

Contact and purposeful exchange between people in dialogue is seen as a precondition for the co-creation of meaning and for new insights to emerge. Emergence cannot be planned and predicted, but an enabling environment can be created that allows for inquiry into a subject. This article presents a dialogic approach to group coaching developed from an action research project. Dialogic feedforward is one of the crucial methods evolved through this project. The dialogic feedforward model has four steps (observing, reacting, clarifying and wondering) and the article discusses dialogic feedforward as a way to stimulate collaborative inquiring processes in group coaching. Key words: Action Research, group coaching, dialogue, inquiry, feedforward

This article discusses what inquiry conversations could mean when learning mathematics.3 Referring to Gadamar's distinction of true and apparent questions it is discussed what it takes to be inquiring and if this attitude necessarily includes posing questions. Which qualities are expressed in inquiring questions, and what other ways of communicating may have an inquiring function in learning conversations? The intention is to develop and frame the concept of 'inquiry' in learning conversations, and this is the focus of analysis of an authentic classroom situation, where teacher and pupils are exploring the concept of 'volume'. Further, this analysis informs a discussion of listening as an important element of an inquiring learning conversation. [PUBLICATION ABSTRACT]

Discusses how communication functions in the mathematics classroom and the consequences that result from those processes. Provides vignettes and examples of classroom communications. (ASK)

In a big city, students from different neighborhoods may experience life opportunities in very different ways. This may influence their attitudes towards the school system and learning as a whole, including the learning of mathematics. During this study, we inter-viewed a group of six students from a favela in a big city of the state of São Paulo, Brazil. We invited them to reflect on their future, and to think whether they had motivations for learning, especially in relation to school mathematics. We also asked them to consider possible activities outside the school, such as possible future jobs or continuing education. There are four topics that summarize these students' experiences: discrimination, escape, obscurity of mathematics, and uncertainty regarding the future. These topics are interpreted by means of a theoretical frame in order to discuss the relations between these students' life conditions and their experiences and education opportunities. The students' learning intentions are related to their futures ahead, it is, to the way they perceive their possibilities in the future, which is evident for them because of their social environment. Students in a favela may experience what we call a borderline situation, a relational space in which individuals clearly perceive their social environment and where, due to their position in such an environment, they are forced to deal with the multiple crossroads and dilemmas brought and proved by cultural and economic diversity. [PUBLICATION ABSTRACT]

Provides examples and a discussion of the Inquiry Cooperation Model (ICM). The ICM is a way of describing a pattern of communicative cooperation between teacher and students. It tries to develop students' preconceptions into mathematical competence. Contains 15 references. (DDR)

In a big city, students from different neighborhoods may experience life opportunities in very different ways. This may influence their attitudes towards the school system and learning as a whole, including the learning of mathematics. During this study, we inter-viewed a group of six students from a favela in a big city of the state of São Paulo, Brazil. We invited them to reflect on their future, and to think whether they had motivations for learning, especially in relation to school mathematics. We also asked them to consider possible activities outside the school, such as possible future jobs or continuing education. There are four topics that summarize these students experiences: discrimination, escape, obscurity of mathematics, and uncertainty regarding the future. These topics are interpreted by means of a theoretical frame in order to discuss the relations between these students life conditions and their experiences and education opportunities. The students learning intentions are related to their futures ahead, it is, to the way they perceive their possibilities in the future, which is evident for them because of their social environment. Students in a favela may experience what we call a borderline situation, a relational space in which individuals clearly perceive their social environment and where, due to their position in such an environment, they are forced to deal with the multiple crossroads and dilemmas brought and proved by cultural and economic diversity. Dans une grande ville, les étudiants de différents quartiers peuvent éprouver des occasions de vie très différentes. Cela peut influencer dans leur attitude vers la scolarité et l'apprentissage, inclus l'apprentissage des mathématiques. On a visité un groupe de six étudiants d'une banlieue dans une grande ville de l'état de São Paulo au Brésil. On les a invité à réfléchir sur leur futur et à explorer s'il pourrait avoir ou non des raisons d'apprentissage mis en rapport avec les mathématiques scolaires et de possibles pratiques extrascolaires, soit en termes de futurs travaux possibles ou des études postérieures. Quatre thèmes résument les expériences des étudiants: discrimination, fuites, obscurité des mathématiques et incertitude quant au futur. On a interprété ces sujets avec un cadre théorique pour discuter le rapport entre les conditions de vie des étudiants de la banlieue et leurs expériences et occasions éducatives. Les intentions d'apprentissage des étudiants sont mis en rapport avec leurs futurs, c'est-à-dire la manière comme ils perçoivent leurs futures possibilités, ce qui est évident pour eux dû à leur environnement social. Les étudiants dans une banlieue pourraient éprouver ce que nous appelons une position frontalière, un espace de rapport dans lequel les individus voient clairement leur environnement social et, étant donné leur place dans un tel environnement doivent faire face aux carrefours multiples et aux dilemmes que la diversité culturelle et économique leur présente et leur rendent évidents. En una ciudad grande, estudiantes de distintos vecindarios pueden experimentar oportunidades de vida muy diferentes. Esto puede influir en su actitud hacia la escolaridad y el aprendizaje, incluido el aprendizaje de las matemáticas. Entre-vistamos a un grupo de seis estudiantes de una favela en una ciudad grande del estado de São Paulo en el Brasil. Los invitamos a reflexionar sobre su futuro y a explorar si podría haber o no motivos de aprendizaje relacionados con las matemáticas escolares y posibles prácticas extraescolares, ya fuera en términos de posibles trabajos futuros o estudios posteriores. Cuatro temas condensan las experiencias de los estudiantes: discriminación, escape, oscuridad de las matemáticas e incertidumbre con respecto al futuro. Estos temas los interpretamos con un marco teórico para discutir la relación entre las condiciones de vida de los estudiantes de la favela y sus experiencias y oportunidades educativas. Las intenciones de aprendizaje de los estudiantes están relacionadas con sus porvenires, es decir, la manera como ellos perciben sus posibilidades futuras, lo que es evidente para ellos debido a su entorno social. Los estudiantes en una favela podrían experimentar lo que llamamos una posición de frontera, un espacio relacional en el que los individuos ven claramente su entorno social y donde, dada su posición en tal entorno, tienen que encarar las múltiples encrucijadas y dilemas que la diversidad cultural y económica les presentan y les hacen evidente.