A case study of a transition to dialogic teaching as a process of gradual change

- We examine the process of a gradual transformation of teaching practices.
- The process of change is non-linear and includes stages of acceleration and regression.
- Reflective interviews play an important role in the process of change.
- Reflective interviews enable appropriation of new pedagogical tools.

The aim of this case study was to examine a process of gradual change in teaching practices during a development programme on dialogic teaching. The change process was seen to be non-linear. It included stages of regression - caused by a disharmony among the elements of dialogic teaching: indicators, principles and methods - and stages of progress which, on the contrary, came into effect when the partial elements were successfully brought into a harmonious relationship. The reflective interviews played a key role in the process of change, providing a tool for recognising disharmony and for creating a plan to overcome it.