In authors or contributors

Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach

Resource type
Journal Article
Authors/contributors
Title
Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach
Abstract
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported.
Publication
Teaching and Teacher Education
Volume
126
Pages
104067
Date
2023-05-01
Journal Abbr
Teaching and Teacher Education
Language
en
ISSN
0742-051X
Short Title
Developing dialogic classroom practices through supporting professional agency
Accessed
19/05/2023, 19:22
Library Catalogue
ScienceDirect
Citation
Calcagni, E., Ahmed, F., Trigo-Clapés, A. L., Kershner, R., & Hennessy, S. (2023). Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach. Teaching and Teacher Education, 126, 104067. https://doi.org/10.1016/j.tate.2023.104067