It’s good to talk: professional development through dialogic co-coaching in the primary school classroom in England

Carole Bignell, Christopher Holligan*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

The article reports a two-year qualitative investigation of peer co-coaching triads introduced into primary school classrooms In England to develop teachers’ skills in the pedagogies of dialogic teaching. Post-project interviews with teacher and senior leader Data analysis of post-project interviews with teachers and senior leaders revealed that teachers reported using dialogic teaching approaches more frequently and valued opportunities to systematically re-analyse received practices. However, participants felt that video co-coaching exposed professional vulnerabilities about customary interactional practices in classrooms and that senior leadership ‘drive’ for this intervention was key to its success. School leaders should seek ways of facilitating co-coaching in support of fostering cultures of confidence in experimenting with the craft skills of dialogic teaching.
Original languageEnglish
Pages (from-to)503-517
Number of pages15
JournalEducation 3-13
Volume53
Issue number4
Early online date10 Jun 2023
DOIs
Publication statusPublished - 19 May 2025

Keywords

  • dyadic
  • classroom
  • socio-cultural
  • coaching
  • Vygotsky

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