Dialogic microteaching supported by two complementary manipulatives: mediating puppets and perspective-taking animation¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The article's explanatory framework holds that achieving dialogic microteaching requires overcoming two challenges: role-playing various imaginary students plausibly, and appropriating their viewpoints in subsequent reflection. Grounded in Bakhtin's dialogism, in which utterances are formed "in anticipation of what the listener will say," the design pairs mediating manipulatives (tangible puppets whose psychological distance reduces anxiety and elicits multivoiced performances) with perspective-taking manipulatives (3D first-person viewpoint switching in reflection). Previous work showed puppetry alone left reflections returning to pre-role-play perspectives, motivating the combined design for immediate transfer of imaginary students' perspectives.

Design Implications¶

Context¶

Requirements¶

Student teachers must overcome self-consciousness and evaluation apprehension that makes unaided role-play normative and unrealistic
Reflection must follow the puppetry performance; puppetry alone was "not found to be sufficient" for diverse student perspectives in reflection

Constraints¶

The 3D animation effect was studied as a companion to puppetry role-play in a three-session sequence, not as a stand-alone intervention

Target Learners¶

student teachers in preservice education

Learning Goals¶

dialogic pedagogy
perspective-taking of imaginary students
reflection on classroom discourse

Claims¶

Examples¶

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Key Sources¶

Mochizuki, T., Sasaki, H., Wakimoto, T., Kubota, Y., Eagan, B., Hirayama, R., Yamaguchi, Y., Yuki, N., Funaoi, H., Suzuki, H., & Kato, H. (2022). Mediating and perspective-taking manipulatives: Fostering dynamic perspective-taking by mediating dialogic thinking and bolstering empathy in role-play and reflection for microteaching. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09382-w

Page metadata

Field	Value
`type`	`design`
`id`	`mediating-perspective-taking-manipulatives-framework`
`title`	`Dialogic microteaching supported by two complementary manipulatives: mediating puppets and perspective-taking animation`
`description`	`The article's explanatory framework holds that achieving dialogic microteaching requires overcoming two challenges: role-playing various imaginary students plausibly, and appropriating their viewpoints in subsequent r...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-18`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `mochizuki-2022`

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