This study offers an insight into the experiences of three newly qualified English primary teachers and their pupils as they sought to develop dialogic teaching in lessons. It draws upon a range of literature from the field of classroom talk, with a particular focus on the work of Robin Alexander to underpin teacher/researcher professional discussion and analysis of periodic video recordings of talk in these classrooms. Supplemented by teacher interviews, the research examines the extent to which a dialogic approach to teacher professional development might facilitate teacher self‐evaluation as a means of developing a more dialogic classroom. In doing so, it seeks to exemplify key talk moves (dialogic bids) that these teachers used to open up dialogic spaces in lessons. The research concludes that raising teacher awareness of such talk moves through professional discussion and reflection upon teaching can provide teachers with a metacognitive resource for talking about and furthering dialogic teaching practices.

中文翻译：

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提升NQT对对话教学实践的语言意识：专业发展的对话模型

这项研究提供了对三名新近合格的英语小学教师及其学生在课堂上发展对话教学的经验的见解。它借鉴了课堂演讲领域的一系列文献，特别关注罗宾·亚历山大的工作，以支持教师/研究人员的专业讨论以及对这些课堂中的定期演讲录像的分析。通过教师访谈的补充，该研究考察了教师专业发展的对话方法在多大程度上可以促进教师自我评估，以此作为发展对话教室的一种手段。这样做的目的是举例说明这些教师用来在课程中开放对话空间的主要谈话动作（对话性出价）。