Teacher's role perception questionnaires exist in different domains. However, none refer to their role perceptions on conducting authentic dialogue in classrooms or with the pre-schoolers. There was a need for this type of questionnaire in order to quantitatively analyze the results before and after a preschool teacher's training program on authentic dialogue. The teacher's role perception on conducting authentic dialogue in the classroom questionnaire (TRPADQ) was based on Wubbels, Creton and Hooymaayer Questionnaire on Teacher Interaction (QTI) as described in Fraser and Walberg (1991). The article details the validation process of the questionnaire. The validation had three stages: a judicial review by early childhood pedagogical advisors and lectures with an expertise in dialogue, an Explanatory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA).

Dialogue is defined as a process where people communicate in words what they are thinking or feeling in a question-and-answer manner in order to produce new ideas for all involved. Classroom dialogue includes all forms of verbal interactions that occur between a child and a teacher, all being a form of pedagogy. Teachers often "think" that are promoting dialogue in their classrooms by asking many questions and "listening" to the children's answers. Also, teachers often tend to lead children to preformed conclusions by looking for answers that they want to hear, leaving practically no room for openended questions and authentic classroom dialogue. Despite the importance of classroom dialogue, there is a lack of research on intervention programs that can facilitate the promotion of open dialogue by teachers in general and pre-service teachers, in particular. The objective of this study is to evaluate the current state of research-informed knowledge regarding dialogic approaches in preschools and classrooms. The methodological approach consists of a systematic review of the aims of the research done on dialogic approaches that can be found in the literature, the types of research, having as an objective the identification of the dimensions of dialogic pedagogy and the instruments that are most frequently used to assess the outcomes of dialogic pedagogy programs, by examining the current literature. The results of this systematic literature review could be valuable in designing pedagogical intervention programs for teachers working with all ages, especially for pre-service teachers during their training.

Literature indicates that authentic dialogue can play an essential role in the social and emotional development of young children. In the classroom settings, it enables the children to speak their minds on topics that are relevant to them in an intimate face to face conversation, without the fear of being judged through an imbalance of power by an authoritative figure, the teacher. Dialogue time is often deprived during the teaching process, most often due to an increasing demand for advancing academic skills, leaving children to focus on pleasing their teachers with the answers that are considered desirable rather than focusing on matters that are perceived as important to them. This theoretical paper introduces and discusses various definitions of dialogue dating back to Plato up to the 21st century description of classroom dialogue, known as dialogic pedagogy. Moreover, it addresses the manner in which the Covid-19 worldwide pandemic has changed teacher-child dialogue, the implications of these changes on young children and their parents. It aims to describe the complexities of conducting authentic dialogue with preschoolers in the virtual world via a computer screen and to offer recommendations based on the reviewed studies.