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Teacher talk to improve teaching practices

Bryan Annan, Mei Kuin Lai, and Viviane Robinson

Teachers engaging in “learning talk” analyse, critique and challenge their current teaching practices to find and/or create more effective ways of teaching. Using three New Zealand studies, this article examines the effectiveness of “learning talk” in facilitating changes in teacher practices and beliefs, and in student achievement. It addresses the challenges to this kind of talk, and explains the role of expert support in facilitating it.

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