A1 Journal article (refereed)
Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme (2021)


Vasalampi, K., Metsäpelto, R.-L., Salminen, J., Lerkkanen, M.-K., Mäensivu, M., & Poikkeus, A.-M. (2021). Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme. Learning, Culture and Social Interaction, 30(Part A), Article 100538. https://doi.org/10.1016/j.lcsi.2021.100538


JYU authors or editors


Publication details

All authors or editorsVasalampi, Kati; Metsäpelto, Riitta-Leena; Salminen, Jenni; Lerkkanen, Marja-Kristiina; Mäensivu, Marja; Poikkeus, Anna-Maija

Journal or seriesLearning, Culture and Social Interaction

ISSN2210-6561

eISSN2210-657X

Publication year2021

Volume30

Issue numberPart A

Article number100538

PublisherElsevier BV

Publication countryNetherlands

Publication languageEnglish

DOIhttps://doi.org/10.1016/j.lcsi.2021.100538

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/77060


Abstract

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


Keywordsteachersprofessional developmenteducational methodsinteractiondialoguedialogicalitydevelopment (active)competence developmentcommitting oneselfteaching situationclassroom workteacher-pupil relationshipvisual recordingsobservation

Free keywordsprofessional development; dialogic teaching practices; school engagement; situation-specific engagement; observation


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Related projects


Ministry reportingYes

Reporting Year2021

JUFO rating1


Last updated on 2024-03-04 at 19:47