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Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support student learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored the relationship between dialogic forms of interaction and learning outcomes for students aged 10-11 in primary school classrooms in England. This follow-up study built on the dataset and outcomes of that study. The objective here was to generate insights into the forms of interaction observable within classes achieving higher and lower learning gains in English and mathematics. Sociocultural discourse analysis combined in-depth qualitative analysis with corpus linguistics methods. The specific forms of dialogue emerging in the earlier study as most productive for learning from turn-by-turn coding and whole-lesson ratings were analysed in more depth. The findings offer rich illustrations of how the productive features are manifested in authentic classroom practice. The outcomes contribute to our understanding of which specific forms of teacher-student dialogue support learning, and how teachers may actively promote these.

Research indicating the educational value of classroom dialogue, in which participants engage critically and constructively with other perspectives, is long established but classroom practice evolves slowly. Outcomes of practitioner professional development in this area are inconsistent and often dependent on costly, external input. Our study aimed to understand whether and how practitioner-led inquiry may offer an alternative, sustainable and scalable way of developing dialogic practices, characterising effective organisational models. The Teacher Scheme for Educational Dialogue Analysis (T-SEDA) resource pack was designed to support iterative cycles of practitioner inquiry based on systematic analysis of classroom dialogue and reflecting critically with peers, using customisable coding tools and templates. This open resource embeds research findings about dialogue forms that are productive for student learning. We report our design-based research comprising nested inquiry cycles involving 74 practitioners from early years to tertiary levels. Data were derived from surveys, inquiry reports and interviews. Participants successfully used and adapted the resources for their own goals, needs and diverse contexts across seven countries. The largely autonomous process was typically supported by local facilitators working with groups of practitioners; data analysis focused on illuminating models of institutional organisation of inquiry, uses of T-SEDA resources, participant perceptions and factors underlying (dis)engagement. The findings offer insights into knowledge mobilisation and educational change processes. They yield design principles for scalability and sustainability based on a non-prescriptive model of local ownership and facilitation of self-directed practitioner inquiry and purpose-driven adaptation in complex educational circumstances.

In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.

This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation. During public segments, teachers encouraged student participation; during private work segments, teachers offered clues for problem solving. Thus, there was a stronger focus on motivational regulation instructional strategies during public segments and on metacognitive instructional strategies during private ones. A confirmatory factor analysis supported the hypothesis of two distinctive but related factors behind the observed self-regulation promotion strategies, one motivational, and one cognitive.

This paper presents a teacher professional development programme, based on a university-schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are presented. Finally, an illustration of the model is provided by presenting two pilot studies implemented in Chile. A qualitative analysis of interviews showed that the programme was successful in promoting teacher reflection, leading to reported changes in their practices. Finally, the advantages and the challenges arising from this study, and the educational possibilities of this model of professional development, are discussed.

The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination. Research on violence suggests that, although there are variations within countries, school climate is an area of concern. Intervention work, still limited, is necessary considering the incidence of violence in the classrooms. Research on learning showed that most classrooms adhere to a very conventional pedagogy. There is a need to advance on international comparisons across all themes. Similarly, there is a need to go beyond the description of classroom dynamics to test educational interventions that may shed light on ways to improve educational performance, to decrease school violence, and to promote diversity within the classroom. Notwithstanding its limitations, the research here reviewed provides clear evidence of the relevant role that classroom experiences play in human development. In addition to their essential role in schooling, classrooms are the settings where processes related to peer relations, identity formation, and socioemotional development unfold.

Dialogic approaches based on active student participation, open, respectful discussion, exploring and critiquing different perspectives are increasingly found to support student learning. However, the specific productive forms of teacher-student interaction have rarely been studied systematically. A recent large-scale project explored the relationship between dialogic forms of interaction and learning outcomes for students aged 10–11 in primary school classrooms in England. This follow-up study built on the dataset and outcomes of that study. The objective here was to generate insights into the forms of interaction observable within classes achieving higher and lower learning gains in English and mathematics. Sociocultural discourse analysis combined in-depth qualitative analysis with corpus linguistics methods. The specific forms of dialogue emerging in the earlier study as most productive for learning from turn-by-turn coding and whole-lesson ratings were analysed in more depth. The findings offer rich illustrations of how the productive features are manifested in authentic classroom practice. The outcomes contribute to our understanding of which specific forms of teacher-student dialogue support learning, and how teachers may actively promote these. Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2021.1956943. [ABSTRACT FROM AUTHOR]

Research indicating the educational value of classroom dialogue, in which participants engage critically and constructively with other perspectives, is long established but classroom practice evolves slowly. Outcomes of practitioner professional development in this area are inconsistent and often dependent on costly, external input. Our study aimed to understand whether and how practitionerled inquiry may offer an alternative, sustainable and scalable way of developing dialogic practices, characterising effective organisational models. The Teacher Scheme for Educational Dialogue Analysis (T-SEDA) resource pack was designed to support iterative cycles of practitioner inquiry based on systematic analysis of classroom dialogue and reflecting critically with peers, using customisable coding tools and templates. This open resource embeds research findings about dialogue forms that are productive for student learning. We report our design-based research comprising nested inquiry cycles involving 74 practitioners from early years to tertiary levels. Data were derived from surveys, inquiry reports and interviews. Participants successfully used and adapted the resources for their own goals, needs and diverse contexts across seven countries. The largely autonomous process was typically supported by local facilitators working with groups of practitioners; data analysis focused on illuminating models of institutional organisation of inquiry, uses of TSEDA resources, participant perceptions and factors underlying (dis)engagement. The findings offer insights into knowledge mobilisation and educational change processes. They yield design principles for scalability and sustainability based on a non-prescriptive model of local ownership and facilitation of self-directed practitioner inquiry and purpose-driven adaptation in complex educational circumstances. [ABSTRACT FROM AUTHOR]

In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation. [ABSTRACT FROM AUTHOR]

This paper presents a teacher professional development programme, based on a university–schools partnership and a collective reflection model, addressing the needs of in-service teacher education in Chile. First, the main challenges faced by both teachers and teacher education in Chile are summarised. Then, the foundations of this model are presented. Finally, an illustration of the model is provided by presenting two pilot studies implemented in Chile. A qualitative analysis of interviews showed that the programme was successful in promoting teacher reflection, leading to reported changes in their practices. Finally, the advantages and the challenges arising from this study, and the educational possibilities of this model of professional development, are discussed. [ABSTRACT FROM AUTHOR]

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