Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development

Resource type
Book Section
Authors/contributors
Title
Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development
Abstract
Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.
Book Title
Dialogue for Intercultural Understanding
Place
Cham
Publisher
Springer International Publishing
Date
2021
Pages
135-148
Language
en
ISBN
978-3-030-71777-3 978-3-030-71778-0
Short Title
Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning
Accessed
08/05/2021, 09:32
Library Catalogue
DOI.org (Crossref)
Citation
Hofmann, R., Vrikki, M., & Evagorou, M. (2021). Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development. In F. Maine & M. Vrikki (Eds.), Dialogue for Intercultural Understanding (pp. 135–148). Springer International Publishing. https://doi.org/10.1007/978-3-030-71778-0_10