Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach
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- handle: 10670/1.jhotya
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Teaching and teacher education : an international journal of research and studies -- 0742-051X
https://creativecommons.org/licenses/by/4.0/ , public , info:eu-repo/semantics/openAccess
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article ScholarlyArticle ddc:370 reflective inquiry -- classroom dialogue -- dialogic teaching -- professional learning -- professional development -- teacher agencySujets proches
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Elisa Calcagni et al., « Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach », Digitale Bibliothek Thüringen, ID : 10670/1.jhotya
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Résumé
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported.