Abstract
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.
Highlights
The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue
The present study illustrated the case of a science teacher who participated in a video-based TPD program on classroom dialogue
To summarize the case study, we examined in research question 4, how Laura experienced her learning in the DVC
Summary
The present case study illustrates a teacher who participated in a oneyear, video-based, teacher professional development (TPD) program on classroom dialogue. Several studies report tight communication structures in the classroom, where teachers ask narrow-focused questions and students can only provide short answers instead of rich scientific argumentations in a dialogic setting (Hugener et al, 2009; Jurik, Gröschner, & Seidel, 2013; Osborne et al, 2013) This interaction pattern places students at a risk of not being provided learning opportunities that allow the acquisition of knowledge and deep understanding (Alexander, 2005) and that awake young people’s interest in a career in science, technology, engineering, and mathematics (STEM), which is in demand (OECD, 2007). 2.1 Productive classroom dialogue: A learning setting that fosters and scaffolds students’ elaborations and higher order learning perceptions
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