Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Numerous studies have highlighted the value of classroom discussion as a tool for the collective elaboration of knowledge (Pontecorvo et al., 2004; Alexander, 2018; Alexander, 2020). However, there is limited research attention on teacher training programs dedicated to dialogic approaches. In light of these premises, the paper illustrates the design of a research-and-training pathway (Asquini, 2018) aimed at the professional development of teachers on the use of classroom discussion. The aim of the project is to build, with contributions from primary school teachers, a tool for conversational analysis that promotes processes of self-evaluation, noticing (Blair et al., 2024), and professional agency (Hennessy et al., 2021).
