A case study of a transition to dialogic teaching as a process of gradual change

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Year of publication 2017
Type Article in Periodical
Magazine / Source Teaching and Teacher Education : An International Journal of Research and Studies
MU Faculty or unit

Faculty of Arts

Web http://www.sciencedirect.com/science/article/pii/S0742051X16302074
Doi http://dx.doi.org/10.1016/j.tate.2017.06.018
Field Pedagogy and education
Keywords Teacher development programme; Reflective interviews; Change in teaching practices; Dialogic teaching; Classroom discourse
Description The aim of this case study was to examine a process of gradual change in teaching practices during a development programme on dialogic teaching. The change process was seen to be non-linear. It included stages of regression – caused by a disharmony among the elements of dialogic teaching: indicators, principles and methods – and stages of progress which, on the contrary, came into effect when the partial elements were successfully brought into a harmonious relationship. The reflective interviews played a key role in the process of change, providing a tool for recognising disharmony and for creating a plan to overcome it.
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