A model of dialogic teacher transformation
Evidence from a three-year research-practice partnership
Bibliographic Data
| ID | 21561424 |
|---|---|
| Authors | Benzi Slakmon (0000-0003-2385-1505, Tel Aviv University, corresponding author), Orly Shapira (0000-0001-8804-4099, Tel Aviv University), Ido Gideon (0000-0001-5757-5516, Levinsky College of Education), Daniel Prag (0009-0001-9761-7327, Film Independent), Osnat Rakia (Film Independent), Omer Keynan (0000-0002-2701-6278, Sapir College) |
| Year | 2026 |
| Volume | 177 |
| Pages | 105549 |
| Publication date | 2026-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2026.105549 |
| OpenAlex | W7154622762 |
| Language | EN |
| References cited | 31 |
Affordance · Dialogic · Experiential learning · Faculty Development · General partnership · Professional development · Transformational leadership · Transformative learning · Collaborative Teaching and Inclusion · Inclusive Education and Diversity · Russian Literature and Bakhtin Studies
The Seeds of Time
Toward a more dialogic pedagogy
The Icap Framework
The Construction and Reconstruction of a Dialogical Self
Identifying the characteristics of effective teacher professional development
The Four Paradoxes That Stop Practitioners from Using Research to Change Professional Practice and How to Overcome Them
Dialog‐constraining institutional logics and their interactional manifestation in the science classroom
What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk
Teacher talk that supports student thinking and talking together
Understanding and developing inclusive practices in schools
Developing dialogic classroom practices through supporting professional agency
Educational ideals and classroom realities
A case study of a transition to dialogic teaching as a process of gradual change
Developing and supporting implementation of a dialogic pedagogy in primary schools in England
The quality of teacher feedback matters
Dialogic teaching to the high-stakes standardised test
Dialogic or dialectic? The significance of ontological assumptions in research on educational dialogue
Deliberative Discourse Idealized and Realized
Research–Practice Partnerships in Education
Rethinking Scale
Impacts of a Practice-Based Professional Development Program on Elementary Teachers’ Facilitation of and Student Engagement With Scientific Argumentation
From isolation to symphonic harmony
A sequential analysis of classroom discourse in Italian primary schools
| Citation velocity | historical |
|---|---|
| Highly cited | No |