摘要：Several studies on dialogic pedagogies have contributed to shedding light on how the traditional,authoritative Inquiry-Response-Evaluation (IRE) pattern may be transformed into more open,discursive formats through the inclusion of discursive moves,e.g. questions,that are more “authentic” than others. However,the problem of defining genuine teacher-student dialogue at a discourse sequence level remains open. In this essay,I define this type of dialogue from a cognitive perspective,as a dialogue aimed at fulfilling a sensemaking goal framed in at least three ways: as an individual constructionist,a socio-constructivist,and a socio-epistemological process. I then propose bewilderment,based on the philosophical concept of “critical aporia,” as a necessary ingredient of pedagogical teacher-student interactions. These two elements,sensemaking and bewilderment, are then used together as framing indicators of three different profiles of pedagogical dialogues.
