How to Change Classroom Talk: TPD Program Design and Research Methods
This chapter introduces the methodology used in an intervention project we conducted with the aim of getting dialogic teaching into Czech classrooms. First, we describe the TPD program entitled “Effective Classroom Dialogue” that we conducted with two gro
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How to Change Classroom Talk: TPD Program Design and Research Methods
Abstract This chapter introduces the methodology used in an intervention project we conducted with the aim of getting dialogic teaching into Czech classrooms. First, we describe the TPD program entitled “Effective Classroom Dialogue” that we conducted with two groups of teachers between 2013 and 2015. The aim was to induce a change toward dialogic teaching in participating classrooms and at the same time to study the processes of teacher development and learning during the TPD program. In the second part of this chapter, we present our methods of data collection during the TPD program. In the third part of the chapter, we present how we analyzed the data. Finally, we discuss the ethical aspects and research limits of the intervention.
3.1 The “Effective Classroom Dialogue” TPD Program The idea to invite teachers to take part in a TPD program was influenced by our previous research findings. We knew that the nature of classroom discourse in ordinary Czech classrooms is very different from the ideal prescribed by dialogic teaching. At the same time, we knew that Czech teachers like the concept of dialogic teaching: they value both dialogue and discussion in the classroom, although they often state that such teaching is demanding time-wise and not all students are able to meaningfully participate in classroom communication. Finally, we knew that even though Czech teachers do not apply the methods of dialogic teaching, they often believe that their teaching is dialogic (Sedova et al. 2012). We therefore started thinking of ways to change the teaching practices of Czech teachers at lower-secondary schools. The nature of the change we wanted to implement was determined by the theory we presented in Chaps 1 and 2. We wanted to establish authentic interaction between teachers and students with students being verbally engaged, expressing their voices and at the same time being cognitively stimulated. We decided to apply the indicators of dialogic teaching (see Sect. 2.1.2) and the principles of dialogic teaching (see Sect. 2.1.3) as the guidelines for the transformation. In the program, we presented © 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_3
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the indicators and principles of dialogic teaching to teachers and supported them in implementing them in their lessons. The TPD design was inspired by what is currently known to be effective in TPD programs (see Sect. 2.2). We wanted the TPD program to include active experiential learning of participating teachers, the use of video recordings of teaching, reflections on the teaching, peer collaboration and discussion during TPD, etc. We decided to employ a reflective approach, which is currently a key concept in teacher education (Korthagen and Vasalos 2005). The reflective approach contradicts the widely disse
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