This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic teaching practices. The participants comprised seven in-service teachers and their 140 pupils (10- to 15-year-olds) from two comprehensive schools. The findings indicated positive change in the use of dialogic teaching practices and in observed pupils' school engagement during the programme. Moreover, pupils' help-seeking during lessons increased over the course of the programme. The study suggests that a structured professional development programme utilising video recordings with teacher reflections provides beneficial tools for promoting teachers' employment of dialogic interaction and pupils' school engagement.

本研究是在旨在改善课堂对话教学的教师专业发展计划的背景下进行的，它描述了该计划并检查了该计划期间教师对话教学实践和学生课堂参与的变化。使用课堂录像和学生在课程结束时的自我评价（包括对话式教学实践）收集有关学生在校参与度的数据。参与者包括来自两所综合学校的七名在职教师和他们的 140 名学生（10 至 15 岁）。调查结果表明，在对话教学实践的使用和在计划期间观察到的学生在学校的参与方面发生了积极的变化。此外，随着课程的进行，学生在课堂上寻求帮助的次数有所增加。