How Changes in Dialogic Teaching Explain Changes in Students' Activation, Motivation, and Cognitive Elaboration

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Professional Development on Student-Centered and Culturally Relevant Teaching

Abstract

Dialogic teaching encourages students to actively participate in classroom discussions and promotes student learning. In spite of this, dialogic pedagogies are scarce in mainstream classrooms. In this paper, we present results from a one-year teacher professional development program (TPD) that was designed to help teachers adopt a more dialogic discourse practice. We worked with nineteen teachers and investigated the effects of changes in dialogic teaching on a sample of 450 high-school students. Results from multilevel modeling revealed that changes in students’ learning perceptions (perceived activation, motivational experiences and cognitive elaborations) were related to the extent to which teachers changed their dialogic pedagogy. We discuss how our study contributes to the literature and highlight the complexity of changing teachers’ discourse practice.

Authors

• Ricardo Böheim, Technical University of Munich

• Katharina Schnitzler, Technical University of Munich

• Maralena Pielmeier, Technical University of Munich

• Maximilian Knogler, Technical University of Munich

• Ann-Kathrin Schindler, TU München

• Martina Alles, Technical University of Munich

• Alexander Groeschner, Friedrich-Schiller-Universität Jena

• Tina Seidel, Technical University of Munich