Dialogic teacher inquiry: The case of a preservice teacher learning to facilitate class discussion

Developing knowledge and practice for high-quality K-12 class discussion remains challenging, especially new teachers juggling other classroom responsibilities. Our study reports the case of a preservice teacher learning to lead discussions while enrolled in education inquiry course, simultaneous with semester-long supervised teaching seventh-grade (12-13-year-olds) high-poverty urban community. The work is guided by complex process developing facilitating culturally linguistically diverse high school English classes. Countering popular approaches “talk moves” as useful but often generic facilitation practices, pedagogical innovation we describe positions knowledge-generating, agentive professionals. conceptual framework features dialogic inquiry, three domains. first domain involves moving beyond methods texts dialoguing analytically among multiple print, online, mentor resources supporting development stance. second intentionally guides explore data consider students shaping instruction. third sustains dialogue about processes evolving conceptions dialogism small groups collectives, enabling sharing data, emerging findings, dilemmas practice. Drawing upon larger database, present demonstrating one teacher’s deep analysis student talk, detailed memoing featuring challenges benefits thoughtful criticism long-established discoveries nuances teaching. contributes literature presenting an example pedagogy education, service discussions. Additional innovative designs are needed assist gaining promoting meaningful learning-rich talk classrooms.