Abstract
In this article, I discuss the theoretical assumptions and the functioning of a dialogue-based approach of faculty development in a Communication-in-the-Disciplines project at the Science faculty of the University of Groningen. Through cooperation and interaction with and between faculty, the project team focused on making adjustments to courses, developing assignments, feedback- and assessment methods, teaching material and study program policy. This approach is based on the assumption that interaction, cooperation and the exchange of experiences and ideas with and between faculty lead to consciousness with regard to the function of teaching communication in the disciplines and with regard to faculty's roles in teaching communication skills in the disciplines. In conclusion, I argue for further discourse-analytical research into the functioning of dialogues in faculty development with regard to teaching communication in the disciplines.
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