Generic Processes Behind Dialogic Teaching Implementation: Discussion and Conclusion
This chapter concludes the story of our TPD and research project. First, we will summarize the main results reported in the individual chapters to briefly review what we have found. Second, we open a discussion about what led to any changes. We consider h
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Generic Processes Behind Dialogic Teaching Implementation: Discussion and Conclusion
Abstract This chapter concludes the story of our TPD and research project. First, we will summarize the main results reported in the individual chapters to briefly review what we have found. Second, we open a discussion about what led to any changes. We consider how the participating teachers surpassed various obstacles associated with dialogic teaching that are usually seen as critical. We also describe the general processes that we see as responsible for the success of participating teachers in transforming their teaching practices—appropriation of teaching tools and reflection. Finally, we share some concluding remarks, including our thoughts on possible directions for future research.
8.1 What Have We Found? In this book, we described a teacher development program aimed at changing classroom talk. In developing this program, we were inspired by theories postulating that speech can stimulate student thinking and learning (see Chap. 1). Although these theories and their related pedagogies have become very popular in recent decades, teachers who teach accordingly can only rarely be found in mainstream schools. As reported by Wilkinson et al. (2017), teachers find the implementation of dialogic practices to be highly challenging. This has motivated many researchers and research teams to try to establish how this situation could be changed. One way to achieve such a change lies in the professional development of teachers (see Sect. 2.2). However, actual TPD projects in this field have reported variable outcomes—some proved successful in achieving change; some did not. This motivated us to attempt our own teacher development program and analyze its effects. We wanted to succeed in getting dialogic teaching into classrooms and to acquire substantive knowledge about the mechanisms of change. As stated by Hofmann (2020), there is a need to identify generative mechanisms that can bring about change. This is what we attempted when analyzing the data.
© Masaryk University 2020 K. Šed’ová et al., Getting Dialogic Teaching into Classrooms, Understanding Teaching-Learning Practice, https://doi.org/10.1007/978-981-15-9243-0_8
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8 Generic Processes Behind Dialogic Teaching Implementation: Discussion …
We carried out a TPD program based on theoretical input (workshops), experiences in authentic settings (lessons taught during the TPD program), and reflection (reflective interviews). The aim of the TPD program was to help teachers to implement indicators of dialogic teaching (open questions of high cognitive demand, uptake, open discussion, and student thoughts with reasoning) and to maintain the principles of dialogic teaching (collectivity and purposefulness). To measure the change, we compared lessons before the program started and at its end. When evaluating the effects of the program (see Chap. 4), we found that the occurrence of dialogic teaching indicators increased in the participating classes. Teachers started asking more o
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