Promoting NQT linguistic awareness of dialogic teaching practices: a dialogic model of professional development

Abstract

This study offers an insight into the experiences of three newly qualified English primary teachers and their pupils as they sought to develop dialogic teaching in lessons. It draws upon a range of literature from the field of classroom talk, with a particular focus on the work of Robin Alexander to underpin teacher/researcher professional discussion and analysis of periodic video recordings of talk in these classrooms. Supplemented by teacher interviews, the research examines the extent to which a dialogic approach to teacher professional development might facilitate teacher self-evaluation as a means of developing a more dialogic classroom. In doing so, it seeks to exemplify key talk moves (dialogic bids) that these teachers used to open up dialogic spaces in lessons. The research concludes that raising teacher awareness of such talk moves through professional discussion and reflection upon teaching can provide teachers with a metacognitive resource for talking about and furthering dialogic teaching practices.

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