Dialogue as a catalyst for teacher change: A conceptual analysis

Teacher–teacher dialogue is a central activity within many professional learning programmes. Understanding how and why dialogue works as an effective tool for teacher change is a question, however, that needs more careful probing in the extant literature. In this paper, I draw upon the philosophical theory of practical reason in order to show why and how teacher–teacher dialogue plays such a crucial role in the evolution of teacher practice. This conceptual analysis also builds our understanding as to the kinds of teacher–teacher dialogues that are more likely to be effective at catalysing teacher learning.