Transcription of Developing dialogic teaching: genesis, process, trial
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Developing dialogic teaching: genesis, process, trial
RESEARCH PAPERS IN EDUCATION, 2018 dialogic teaching : genesis, process, trialRobin AlexanderWolfson College, University of Cambridge, Cambridge, UKABSTRACTThis paper considers the development and randomised control trial (RCT) of a dialogic teaching intervention designed to maximise the power of classroom talk to enhance students engagement and learning. Building on the author s earlier work, the intervention s pedagogical strand instantiates dialogic teaching not as a single, circumscribed method but as an interlocking set of permissive repertoires through which, steered by principles of procedure, teachers energise their own and their students talk. The repertoires are directed both to teaching s improvement and to its larger epistemological, cultural and civic purposes. Its professional strand entailed teacher induction and training followed by a cyclic programme of planning, target-setting and review using mentoring and video/audio analysis.
O’Connor 2010 ) and dialogic teaching (Alexander 2001, 2008, 2017a ). In turn, Alexander’s take on dialogic teaching owes most to the foundational works of Vygotsky ( 1962, 1978 ), Bruner ( 1983, 1996 ) and Bakhtin ( 1981, 1986 ) while strategically it is closest to those of Nystrand et al. and Resnick, Michaels, and O’Connor ( 2010 ).
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