Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue

Gröschner, Alexander; Seidel, Tina; Kiemer, Katharina; Pehmer, Ann-Kathrin

doi:10.1080/19415257.2014.939692

Cited by 60 publications

(47 citation statements)

References 55 publications

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“…The present case study examines the classroom of a science teacher who took part in a newly designed video-based teacher professional development program (Dialogic Video Cycle; DVC) (Gröschner, Seidel, Kiemer, & Pehmer, 2015). As previous results revealed that teachers in the DVC changed their performance on feedback and questioning behavior (Pehmer, Gröschner, & Seidel, 2015a), this case study provides more descriptive data regarding the central aspects of productive classroom dialogue (Chin, 2006).…”

Section: Classroom Dialoguementioning

confidence: 99%

“…Video is a promising tool for stimulating teacher reflection and change because purposeful excerpts can show a rich pool of (new) teaching techniques and help teachers understand their students' thinking by watching their colleagues' videos (Sherin & Han, 2004). In this context, a trustful community of learners forms an important basis for an appreciative but critical exchange about the presented video material (Gröschner et al, 2015;van Es, 2012). Video provides a connection to teachers' daily routines and opportunities for active and collaborative learning, both important aspects of a successful TPD program (Opfer et al, 2011).…”

Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

“…Teachers in the program should have the opportunity to actively improve their practical knowledge and experience opportunities to apply concrete classroom dialogue activities to their daily teaching practice. We explicitly addressed effective components, such as reflecting upon their own practices related to classroom dialogue in a close community of learners (Gröschner et al, 2015). Research has shown that changes in teacher learning are more likely if teachers recognize improvement in their students' learning resulting from their newly implemented practices (Opfer, Pedder, & Lavicza, 2011).…”

Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

“…The facilitator had to give more guidance for video-based reflection in Workshop 2 during the first cycle as teachers were just being introduced to working with video. Less planning elements for future lessons in Workshop 3 took place during the second cycle as this was the final workshop of the whole TPD program (for detailed implementation findings regarding DVC 1 and DVC 2, see Gröschner et al, 2015). …”

Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

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Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

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The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue. This study expands the field of research on TPD by presenting the longitudinal results of Laura's teaching performance, her students' engagement in classroom dialogue, and their higher order learning perceptions. Additionally, a reflection of her participation in the TPD provides more insights into the role of TPD programs for individual teacher learning. Results revealed that Laura constantly changed her questioning and feedback behavior in terms of providing her students with more questions that foster elaboration of knowledge and feedback, which scaffolds students' learning processes. As a consequence, more students in Laura's classroom elaborated on their knowledge, which was reflected by a positive change in student higher order learning perceptions. Her reflection showed that the video tool and a mindful facilitation of the TPD program were of great value for Laura's positive learning experience.

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Section: Classroom Dialoguementioning

confidence: 99%

Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

Section: Designing An Effective Teacher Professional Development Progmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Schindler¹,

Gröschner²,

Seidel³

2018

Orbis Scholae

Self Cite

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show abstract

“…The DVC is a video-based TPD program focusing on productive classroom dialogue (Gröschner, Seidel, Kiemer, & Pehmer, 2015). Previous research shows that video-based TPD elements strengthen teachers' capacities for making concrete changes Borko, Jacobs, Eiteljorg, & Pittman, 2008;Grossman, Compton, Igra, Ronfeldt, & Shahan, Emily, Williamson, Peter W., 2009).…”

Section: Introduction Of the Problemmentioning

confidence: 99%

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Alles¹,

Seidel²,

Gröschner³

2017

IES

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Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared it to the classroom practice of teachers in a traditional control group. We conducted video analysis (N = 20 lessons) of teaching practices at the beginning (pre-test) and at the end of the school year (post-test). Furthermore, we performed video analysis of intervention group teacher discussions during DVC meetings (N = 6 meetings). Comparative analysis between groups revealed changes in teaching practices towards better goal clarity for DVC teachers in comparison to the traditional control group. In-depth analysis of teacher discussions during DVC meetings showed that teachers continuously focused on goal clarity as the content of teacher professional development (TPD). They shared learning experiences and were actively involved in TPD learning activities. The study illustrates how components of effective TPD programs (content focus, social and active learning) translated into redefining and changing the teaching practice.

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Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

Davies

Kiemer

Meissel

2017

British Educational Res J

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This study used the Quality Talk and dialogic teaching approach with a group of secondary school teachers (N = 7) to train their facilitation of dialogical discussions by small groups of students. The study used video and audio analysis to assess the teachers’ observable behaviours during these discussions, before and after professional development; for example, types of Quality Talk questions asked. The study also used face‐to‐face interviews, held before and after the professional development, to investigate the teachers’ beliefs about learning through discussion. Results show that although the number of high‐quality questions from the teachers did not increase, the quality of the questions students asked of each other did improve, and resulted in extended periods of dialogic spells. Positive developments were found for teachers’ beliefs about the use of dialogue to foster deeper thinking with their secondary school‐aged students.

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Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’ as an innovative program to foster classroom dialogue

Cited by 60 publications

References 55 publications

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Teaching Science Effectively: A Case Study on Student Verbal Engagement in Classroom Dialogue

Toward Better Goal Clarity in Instruction: How Focus On Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

Quality Talk and dialogic teaching—an examination of a professional development programme on secondary teachers’ facilitation of student talk

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