From Disengaged to Flourishing: The Impact of Authentic and Practical Professional Development on Teachers and Students

Building upon the ideas of social constructivists work in dialogic instruction (Bakhtin, 1981; Vygotsky, 1978) and self-efficacy theory (Bandura, 1977), this study sought to answer: How does teacher participation in a book club impact teacher disposition to dialogic practices in the classroom? And how does teacher participation in a book club influence teacher efficacy regarding the implementation of dialogic practice? Using case study research based on semi-structured interviews, book club transcripts, and participant reflective journal entries, changes in disposition toward dialogism and efficacy in dialogic classroom practice were explored. The book club itself served as an intervention and provided teachers with opportunities to experience what students are asked to do within a dialogic classroom. Study data revealed common barriers teachers perceived to implementing dialogic practice (need for control and structure, student behaviors, and low expectations), even while recognizing its value. Results indicated a change in teacher disposition and practice established within the book club intervention, and analysis of the data provides empirical evidence that teacher self-efficacy was positively impacted. While initially skeptical and hesitant to implement dialogic practice, through the book club intervention, participants ultimately saw themselves as capable and efficacious. Dialogic practice was prioritized and overcoming likely barriers became more manageable. Participants encouraged greater student autonomy within classroom discussion, raised expectations of students, grew in enthusiasm to engage students in dialogic discussion, and shifted practice. The book club itself served as an intervention and provided teachers with opportunities to experience what students are asked to do within a dialogic classroom. Study data revealed common barriers teachers perceived to implementing dialogic practice (need for control and structure, student behaviors, and low expectations), even while recognizing its value. Study results indicated a change in teacher disposition and practice established within the book club intervention, and an analysis of study data provides empirical evidence that teacher self-efficacy was positively impacted. While initially skeptical and hesitant to implement dialogic practice, through the book club intervention, participants ultimately saw themselves as capable and efficacious. Dialogic practice was prioritized and overcoming likely barriers became more manageable. Qualitative study data showed participants encouraged greater student autonomy within classroom discussion, raised expectations of students, grew in enthusiasm to engage students in dialogic discussion, and shifted practice. The findings of this study point to a broad set of assertions that have implications for teachers, administrators, and teacher-educators supporting dialogic instruction in middle school classrooms.