The impact of reflective dialogue on teaching practice

Abstract

This research examined reflective dialogue between leaders and teachers in New Zealand primary schools. It explored how reflective dialogue contributes to teachers’ professional learning and the impact that it has on their practice. When reflective dialogue supports teachers to reflect on their practice through deeply engaging with their beliefs, there is the potential to develop teacher expertise and improve student outcomes (Baecher & McCormack, 2015; Moyles, Adams & Musgrove, 2002b). Professional developers, leaders, and teachers from three primary schools which used reflective dialogue and video records of practice to support teacher learning participated in this qualitative case study research. Findings reveal seven patterns of practice that the leaders’ used within the reflective dialogue with teachers which impacted on their effectiveness. These patterns of practice are illustrated through two contrasting conversations that the leaders used with variable success. Findings of the study indicate that reflective dialogue where video was used as a stimulus provided several opportunities for the teachers to deeply reflect on their practice. However, there were also situations wherein leaders believed that they were facilitating effective dialogue that provided opportunities for teachers to learn through reflecting on their practice, but this was not the case. While leaders espoused the value of open dialogue, they sometimes struggled to facilitate conversations that prompted this in practice. For reflective dialogue to be effective, leaders need to be supported so that they can develop the confidence to deliberately challenge teachers while developing relational trust.