Voiced Talk Moves and Unvoiced Dialogic Practices: Professional Development Trajectory of an English Teacher (Poster 48)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Learning Sciences SIG Poster Session 1: STEM Learning, Motivation, Culture, and Design-Based Research

Abstract

Dialogic teaching is a promising approach to maximising the power of talk in the classroom. This case study described the trajectory of an English teacher who has gained a strong understanding of dialogic teaching through a video-and reflection-based professional development programme. Through triangulating the teacher’s written reflection, classroom video recordings for five monthly cycles, and students’ questionnaires, we found that the teacher experienced changes in classroom instruction in both talk moves used as well as lesson design. The professional development experience demonstrates how introducing voiced talk moves triggers teachers’ unvoiced changes, and also calls for further research on both voiced and unvoiced dialogic practices.

Authors

• Pengjin Wang, University of Hong Kong

• Gaowei Chen, University of Hong Kong