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 editors: Vasalampi, Kati; Metsäpelto, Riitta-Leena; Salminen, Jenni; Lerkkanen, Marja-Kristiina; Mäensivu, Marja; Poikkeus, Anna-Maija

Journal or series: Learning, Culture and Social Interaction

ISSN: 2210-6561

eISSN: 2210-657X

Publication year: 2021

Volume: 30

Issue number: Part A

Article number: 100538

Publisher: Elsevier BV

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1016/j.lcsi.2021.100538

Publication open access: Openly available

Publication channel open access: Partially 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.

Keywords: teachers; professional development; educational methods; interaction; dialogue; dialogicality; development (active); competence development; committing oneself; teaching situation; classroom work; teacher-pupil relationship; visual recordings; observation

Free keywords: professional development; dialogic teaching practices; school engagement; situation-specific engagement; observation

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Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1