Ian A. G. Wilkinson|Alina Reznitskaya|Kristin Bourdage|Joseph M. Oyler|Monica Glina|Robert Drewry|Minyoung Kim|Kathryn Nelson
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms
The Ohio State University|Montclair State University|Otterbein University|Montclair State University|Montclair State University|The Ohio State University|The Ohio State University|The Ohio State University at Mansfield
paper report findings second year threeyear research professional development program designed help elementary school teachers engage dialogic teaching support development students argument literacy define argument literacy ability comprehend formulate arguments speaking listening reading writing professional development program focused promoting teachers use specific type talk called inquiry dialogue achieve goal developing students argument literacy used singlegroup pretestposttest design assess impact professional development teachers epistemological beliefs enactment inquiry dialogue textbased discussions analyses videotaped discussions beginning end year showed substantial improvements teachers facilitation inquiry dialogue quality students argumentation discussions contrary expectations however changes teachers epistemology teachers beliefs knowledge knowledge justification remained relativist stage throughout course program suggesting teachers continued view opinions equally valid regard arguments use reasons evidence idiosyncratic