Turning Classroom Dialogue Into A Qualitydialogic Pedgogy- A Systematic Literature Review

Dialogue is defined as a process where people communicate in words what they are thinking or feeling in a question-and-answer manner in order to produce new ideas for all involved. Classroom dialogue includes all forms of verbal interactions that occur between a child and a teacher, all being a form of pedagogy. Teachers often "think" that are promoting dialogue in their classrooms by asking many questions and "listening" to the children's answers. Also, teachers often tend to lead children to pre-formed conclusions by looking for answers that they want to hear, leaving practically no room for open-ended questions and authentic classroom dialogue. Despite the importance of classroom dialogue, there is a lack of research on intervention programs that can facilitate the promotion of open dialogue by teachers in general and pre-service teachers, in particular. The objective of this study is to evaluate the current state of research-informed knowledge regarding dialogic approaches in preschools and classrooms. The methodological approach consists of a systematic review of the aims of the research done on dialogic approaches that can be found in the literature, the types of research, having as an objective the identification of the dimensions of dialogic pedagogy and the instruments that are most frequently used to assess the outcomes of dialogic pedagogy programs, by examining the current literature. The results of this systematic literature review could be valuable in designing pedagogical intervention programs for teachers working with all ages, especially for pre-service teachers during their training.