Teacher professional development as a means of transforming student classroom talk
Open accessAbstract
This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four 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.
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Teachers perceive the presence of a video camera in a lesson very negatively, and there is a significant increase in the likelihood that they will refuse to participate in research.
“We know from previous field studies (e.g., Sedova et al., 2014;Sedova et al., 2016;Sedova et al., 2017) that teachers perceive the presence of a video camera in a lesson very negatively and there is a significant increase in the likelihood that they will refuse to participate in the research.”
From Do those who talk more learn more? The relationship between student classroom talk and student achievement (2019) · cites this paper as Sedova et al., 2016
Section 4.4 (Data; page unavailable) says that participants felt a threat of being evaluated during videotaping, which supports some discomfort. It does not say teachers viewed the camera very negatively or that videotaping significantly increased refusals to participate; it reports that consent was obtained and no participant withdrew. (LLM, conf=0.84)
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- Authors
- Sedova, K., Sedlacek, M., & Svaricek, R.
- Venue
- Teaching and Teacher Education
- Publisher
- Elsevier BV
- Published
- 2016-07
- Volume
- 57
- Pages
- 14-25
- ISSN
- 0742-051X (ISSN-L)
- OpenAlex
- W2303244989
- Cited by
- 179
- References
- 62
- Citations by year
- 2026: 12 · 2025: 14 · 2024: 17 · 2023: 22 · 2022: 19 · 2021: 23 · 2020: 22 · 2019: 22 · 2018: 8 · 2017: 13 · 2016: 7
- FWCI
- 73.99
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Teaching and Teacher Education (publishedVersion, cc-by-nc-nd)
- Funders
- Czech Science Foundation (GA13-23578S)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- dialogic teaching, teacher professional development, open discussion, classroom discourse, junior high school teachers
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