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Whilst the use of dialogue has many pedagogic advantages to offer Higher Education, implementing it effectively in teaching practice is a complex and problematic process that requires a wide range of expertise. This paper describes one strategy for addressing this issue: the development of a toolkit that supports the process of planning and reflection that practitioners must engage in when attempting to use dialogue in their teaching. After identifying and illustrating some of the issuesdoi:10.1016/s0360-1315(01)00076-8 fatcat:dgqylason5cd7lbu3qqs5lb6jy