ABSTRACT
Dialogic teaching is broadly considered a communicative interaction among all participants in a teaching situation (Burbules, 1993). According to Alexander (2005; 2018), dialogic teaching is based on the power of talk to foster students’ thinking and learning. As research on dialogic teaching in teacher education and professional development has shown, attitudes and beliefs are crucial prerequisites that influence teaching practice. Thus, teachers’ beliefs are cultivated by experiences and perceptions of teaching during their own school lives (Dewey, 1904). To develop and continuously improve teachers’ own teaching identities, it is important for teachers to be aware of their beliefs and reflect upon their teaching (Schön, 1983).
