Analysing Dialogic Teaching from multiple perspectives

As part of the research on teaching practicum semesters, a particular focus is on students’ attitudes toward dialogic teaching. Among other things, the study examined the extent to which these attitudes change over the course of the practicum semester and the extent to which they can be predicted by students’ personal attitudes toward providing emotional support to students, as well as their attitudes toward teaching and learning. As part of this research project, a collaboration was established with Prof. Dr. Bernadette GoldExternal link (TU Dortmund). This collaboration made it possible to capture the perspectives of both prospective elementary and secondary school teachers. The Dialogic Teaching Questionnaire (DTQ) was used to assess dialogic classroom discourse and was validated with regard to the students’ perspective.

Contact: Florentine Hickethier de

Recent publication:

Hickethier, F., Gröschner, A., Calcagni, E., Gold, B., Müller, M., & Dehne, M. (2023). Conducting dialogic classroom discussions: Attitudes of trainee primary school teachers during their long-term teaching placement. Journal of Primary School Research, 16(2), 339–356. https://doi.org/10.1007/s42278-023-00177-yExternal link