Teacher professional development as a means of transforming student classroom talk

Klara Sedova, Martin Sedlacek, Roman Svaricek
2016 Teaching and Teacher Education : An International Journal of Research and Studies  
h i g h l i g h t s We examined the effects of a teacher development programme focused on the implementation of dialogic teaching. A change in classroom discourse parameters was identified. The amount of talk with reasoning increased. Student talk with reasoning is related to the occurrence of other indicators of dialogic teaching. a b s t r a c t This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of
more » ... our indicators of dialogic teaching were measured: student talk with reasoning, teachers' open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk with reasoning, attributed to changes in teacher communication behaviour. The participants were eight Czech teachers in lower secondary schools who took part in a one-year action research teacher development programme.
doi:10.1016/j.tate.2016.03.005 fatcat:smwtwksh3nco5ov4tdzranx4fm