van de Pol, J;
Brindley, S;
Higham, RJE;
(2017)
Two secondary teachers' understanding and classroom practice of dialogic teaching: a case study.
Educational Studies
, 43
(5)
pp. 497-515.
10.1080/03055698.2017.1293508.
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Abstract
Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.
| Type: | Article |
|---|---|
| Title: | Two secondary teachers' understanding and classroom practice of dialogic teaching: a case study |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03055698.2017.1293508 |
| Publisher version: | https://doi.org/10.1080/03055698.2017.1293508 |
| Language: | English |
| Additional information: | Copyright © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Dialogue, dialogic teaching, secondary education, mathematics, history, teacher professional development |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1562244 |
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