Teacher professional development to support classroom dialogue

Supporting practitioner‐led inquiry into classroom dialogue with a research‐informed professional learning resource: A design‐based approach

“…Methodological issues aside from scale and duration have further constrained the impact of PD initiatives on teachers' understanding; these include variable degree of take-up and failure to consider potentially confounding factors (Hennessy & Davies, 2020). Studies with (quasi-)experimental designs commonly approach evaluation of interventions by striving for 'implementation fidelity'.…”

Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

“…Will teachers gravitate back to their former ways of teaching? Doubts about the long-term impacts of TPD were explicitly expressed by Hennessy and Davies (2020). These authors also hypothesized three general reasons that limit the impact of TPD: (1) the complex change in teaching is too demanding for the teachers, and they do not develop all the needed abilities during the training time; (2) the shift from traditional practice is not trivial, requiring a change of teacher mindset, which does not always happen during the TPD; and (3) teachers do not really believe in what they were taught during TPD; they do not find it sufficiently informative, persuasive, nor valuable.…”

“…The sustainability of dialogic teaching practices was examined by Hennessy et al (2018), who reported observing two teachers who continued using a dialogic approach ten weeks after they completed a TPD program (see also Hennessy & Davies, 2020). More elaborated findings were published by Osborne et al (2019), who conducted a TPD program to enhance elementary teachers' ability to engage their students with argumentation in science.…”

“…The last obstacle against the sustainability of dialogic teaching identified by Hennessy & Davies (2020) is the distrust in this approach. Even when teachers complete TPD on dialogic teaching, they do not necessarily lose the need to be persuaded about the benefits of this approach.…”

Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development

“…The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy. The literature on PD promoting dialogic pedagogy reports varied success (Hennessy and Davies 2019). Examining how PD programs can be informed more closely by the theory on teacher professional learning can contribute to this issue.…”