Teacher Professional Development as a Path to Dialogic Teaching

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Year of publication 2016
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description This paper deals with the impact of a teacher development programme focused on implementation of dialogic teaching into 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 completion of the programme showed a change in classroom discourse and an increase in the amount of student talk with reasoning, resulting from a change of teacher communication behaviour. The participants were 8 Czech teachers in lower secondary schools who took part in a one-year teacher development programme designed as action research. The data were analysed by multiple regression using the SPSS program. Dialogic teaching is an approach that through the engagement of students in a rich and stimulating discourse develops their activity, deepens thinking and enriches understanding. This raises the question of how such teaching is to be recognized in reality. Various authors who are involved in empirical exploration of the issue use different indicators that according to them indicate the presence of dialogic teaching. Nystrand (1997; Nystrand et al., 2001) and Applebee et al. (2003) use the following criteria: authentic questions, uptake, teacher’s feedback of higher order and open discussion.
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