It’s good to talk: professional development through dialogic co-coaching in the primary school classroom in England

The article reports a two-year qualitative investigation of peer co-coaching triads introduced into primary school classrooms In England to develop teachers’ skills in the pedagogies dialogic teaching. Post-project interviews with teacher and senior leader Data analysis post-project teachers leaders revealed that reported using teaching approaches more frequently valued opportunities systematically re-analyse received practices. However, participants felt video exposed professional vulnerabilities about customary interactional practices leadership ‘drive’ for this intervention was key its success. School should seek ways facilitating support fostering cultures confidence experimenting craft