Dialogic classroom discussions where students collaboratively share and reason through complex ideas are critical for achieving ambitious reform goals for student learning. However, K-12 classroom talk is predominantly characterized by monologic, “teacher-centered” discourse patterns that have proven exceedingly resilient to change. Teacher learning researchers and practitioners have increasingly emphasized developing teachers’ noticing and reasoning about the link between their pedagogical choices and student thinking in reflection as key for transforming teaching practice. Less is known, however, about the mechanisms that link teacher reflection processes to growth in classroom discussion quality. In this study, we conducted in-depth comparative case analyses of two 5th grade teachers’ learning trajectories as they participated in a video-based literacy coaching intervention. Findings show a close link between overall levels of growth in teachers’ reflection and classroom discussion quality, including the quality of student discussion contributions. Findings also reveal that the extent to which teachers adopted “exclusionary” ideological framings related to learning and learner ability in reflection was highly influential for shaping differential growth in their learning and practice trajectories over time. This study contributes toward a more robust and nuanced theory of how teachers develop adaptive expertise for dialogic forms of classroom discussion.
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