A case study of a transition to dialogic teaching as a process of gradual change. (October 2017)

• Record Type: Journal Article
• Authors: Sedova, Klara
• Is Part Of: Teaching and teacher education. Volume 67(2017)
• Page Start: 278
• Page End: 290
• Publication Date: 2017-10
• Subjects: Teacher development programme -- Reflective interviews -- Change in teaching practices -- Dialogic teaching -- Classroom discourse; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.06.018
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: 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. Highlights: We examine the process of a gradual transformation of teaching practices. The process of change is non-linear and includes stages of acceleration and regression. Reflective interviews play an important role in the process of change. Reflective interviews enable appropriation of new pedagogical tools.