Video-based coaching cycles in which teachers analyze their own discussions, practice talk moves, and reflect on effectiveness¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

During implementation, "teachers participated in up to four video-based coaching sessions (C1–4), which were organized as a coaching cycle and grounded in a strengths-based approach". Throughout the iterative process, teachers analyzed their own classroom interactions, practiced talk moves, and reflected on their effectiveness, with the goal of transforming discussion routines by bolstering observational and reflective skills. Coaching was conducted by three experienced teachers trained in a three-day QT workshop, and this professional development accompanied the practice shifts reported in the study's results.

Design Implications¶

Context¶

Requirements¶

• Coaches with QT training in conceptual foundations and discussion coding
• Videotaped lessons and teacher-facing coding of discussion practices

Constraints¶

• Coaching dosage was three to four individual sessions within one school year

Target Learners¶

• Primary school classroom teachers (and co-teaching special education teachers)

Target Learning Goals¶

• Teachers' use of talk moves and reduction of monologic control practices

Affordances¶

• Quality Talk Framework

Claims¶

• The intervention increased students' elaborated explanations and cumulative and exploratory talk [+M]
• The intervention increased teachers' talk moves but decreased authentic teacher questions, contradicting the dialogic-practice hypothesis for questions [+M]

Related Strategies¶

• Peer Coaching
• Build Time for Self-Reflection

Examples¶

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Key Sources¶

• Dammert, Y., Gasser, L., & Murphy, P. K. (2026). Effects of a literary intervention on teachers' monologic and dialogic practices and the quality of students' contributions. Instructional Science. https://doi.org/10.1007/s11251-026-09809-z