As a principal, coach, or instructional leader, you are responsible for helping to shape the professional development of the teachers in your school. Every conversation has the potential to offer deeper learning--but not every conversation delivers on this promise. "Growth Talk: A Coaching Way of Leading in Schools" offers a practical…

Predominantly White educator groups often struggle to talk about race, even when that is their explicit aim. This study examines conversational patterns in one district's antiracist book study to explore how individual comments promote or obstruct racial dialogue. We find that contributions that blocked race talk (what we call red lights)…

Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk rules have proven beneficial for learning in this context. However, research on the strategies teachers use to make talk rules relevant in activities…

In this paper, we present the findings from the first year of our study into the use of talk with young children (ages 6 and 7) in their mathematics lessons following four teachers' implementation of dialogic strategies. Based on Alexander's (2017) dialogic principles and notions of productive talk, we delivered a professional implementation…

In this paper we explore the impact of a series of workshops on higher education teachers' understanding and awareness of a dialogic teaching approach to support critical thinking development in an online environment. Critical thinking is a key aim of higher education learning and a dialogic teaching approach can optimise opportunities for…

Background: Although dialogue is often regarded as a vehicle for teacher professional development and learning, particularly in relation to verbal interactions between teachers, its uses remain limited. Deepening the understanding of dialogue in its fullest sense, and its potential applications in education, may help to unleash its power in…

This conceptual paper discusses 'unseen observation' as an alternative model of classroom observation to support teachers' professional learning. The paper starts with a critical synopsis of how observation has been appropriated principally as a performance management tool for monitoring teacher effectiveness in the UK. It argues that the…

Professional collaboration is widely seen as an important component in educator professional development, but we know little about the interactional processes that undergird teacher learning in collaborative workgroups. This paper focuses on four collaborative workgroups in a yearlong, mathematics-focused professional development series for…

Previous scholarship finds that effective Professional Learning Communities (PLCs) have increased student achievement and advanced teacher pedagogy. As a result, PLCs have become increasingly prevalent in school reform efforts to remediate professional development. Dialogue is considered an essential component of effective PLC practice needed to…

Research indicates that investigating phenomena, rather than reproducing facts, should be a core experience in the education of prospective mathematics teachers. Corresponding with its centrality to quality teacher education, there are multiple existing methodologies for analyzing the effects of investigation tasks on teachers' mathematical…

More than ever, the capacity to engage in discourse addressing challenges we face as a nation is necessary. Young people must be able to navigate complex relationships in a diverse society. Yet, student capacity for constructive engagement across difference in classrooms is limited, and teachers lack the capacity to support students in dialogic…

This article features a collaborative autoethnography of its two authors: we are instructors, also life partners, whose teaching of statistics has been transformed through significant, intimate conversations. We implemented the collaborative autoethnography within an integrated theoretical framework, designed to underpin the function of…

Dialogic teaching has been demonstrated to be conducive to the development of important competencies and skills such as creativity, communication skills and critical thinking skills. Yet, the literature confirms that teacher--student interactions in the classroom are predominantly monologic rather than dialogic across subjects, grades and…

Lesson study is a collaborative practice recognised as a useful approach for teachers' learning; however, we barely find studies analysing this practice among higher education faculty members. This research studies the content of their conversations to reveal the learning opportunities that lesson study opens. Content analysis shows that the…

Early career academics (ECAs) face multiple academic challenges as many assume their duties with little or no experience of the work employed. Formal organizational structures within the university space may set programs to assimilate and assert them into their responsibilities gradually. However, where do ECAs retreat to when the hierarchical and…