Student's vocal participation trajectories in whole-class discussions during teacher professional development

Research studies have long shown that dialogic classroom interactions can a positive impact on student learning. Despite this, in practice, monologic discussions still predominate. This comparative scarcity of is linked to the considerable challenges inherent cultivating them, both for teachers and their students. The aim this paper demonstrate extent which, during one-year teacher professional development program, students' vocal participation whole-class be successfully fostered. As data material, we used videotaped six classes (three mathematics three history classes) from pre-, post-, delayed post-test intervention lessons, as well practice phases training. were evaluated using quantitative analyses content analysis. In all classes, pre-post-test comparison revealed an increase talk share. four more students participated after than before. type contributions changed classes: often justified referred other contributions. insights gained regarding mostly non-linear progression individual developments, subject-based differences, yield useful hints design formats.