Developing and Evaluating a Research-Based Scalable Implementation Toolkit for Dialogic Teaching in Disadvantaged Schools

• In Event: Professional Experiences for Urban Teachers and Teaching

Abstract

Research shows that dialogic teaching can improve learning outcomes and could help close the attainment gap of students from deprived backgrounds. However, implementing dialogic pedagogy at scale has proven difficult. Our study seeks to understand how we can facilitate the development of dialogic pedagogy in disadvantaged schools to support the learning of all students. Drawing on research on teacher learning and professional change, our study operationalised a conceptual implementation model developed in our earlier research into a research-based implementation toolkit. We conducted a qualitative evaluation of its application by 15 teachers in 7 departments in 5 schools. The toolkit supported student and teacher dialogue and learning. Our study offers new insights into supporting teacher learning and change at scale.

Authors

• Riikka Hofmann, University of Cambridge, U.K.

• Sonia Ilie, University of Cambridge