Exploring dialogical spaces of discovery

This paper revisits two teacher-education contexts which we independently researched. Both invested in teacher-professional transformation, presenting unique puzzles our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), return to these a reflective dialogue. The unpacks emergent themes. first theme details sense-making of the dialogic-dialectic-dialogic flow as part professional development, second captures deliberations about energy-filled spaces in-between that form teacher development contexts. discusses key insights nature transformation opportunities for mutual enrichment: would not be available us independent Given non-conclusive dialogue, offer no closure avoid definitive conclusions enforce or imply assimilation homogeneity perspectives. Instead, bring polyphony voices – philosophies, contexts, orientations, empirical into receptive-responsive relationship. We believe emerging problematisation has significant implications well ongoing theorisations education. It responds pressing need rethink crucial relationship between educational practice.