Replacement or transformation

‘...teachers need extended opportunities to think through new ideas and to try out new practices, ideally in a context where they get feedback from a more expert practitioner and continue to refine their practice in collaboration with colleagues. Observation, coaching and talk-analysis feedback may be useful tools for professional development whereby sympathetic discussion by groups of teachers of data... derived from their own classrooms could be an effective starting point for critical reflection. Such an approach could provide supportive interactions with peers through modelling and feedback in order to change traditional patterns of whole class interaction necessary for responsive teaching’