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.