Teacher professional development as a means of transforming student classroom talk

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Year of publication 2016
Type Article in Periodical
Magazine / Source Teaching and Teacher Education
MU Faculty or unit

Faculty of Arts

Web Full text
Doi http://dx.doi.org/10.1016/j.tate.2016.03.005
Field Pedagogy and education
Keywords Teacher development programme; Dialogic teaching; Student talk; Open discussion; Teacher questions; Uptake; Action research
Description This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers' open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk with reasoning, attributed to changes in teacher communication behaviour. The participants were eight Czech teachers in lower secondary schools who took part in a one-year action research teacher development programme.
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