Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme

This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching classroom, and it describes examines change teachers' practices pupils' classroom engagement during programme. Data on school were collected using video recordings students' self-ratings at end lesson including practices. The participants comprised seven in-service teachers their 140 pupils (10- 15-year-olds) from two comprehensive schools. findings indicated positive use observed Moreover, help-seeking lessons increased over course suggests structured utilising with reflections provides beneficial tools for promoting employment interaction engagement.