Unveiling the Invisible: How Dialogic Teaching Transforms Educator Practices

Teaching is a nuanced craft that extends beyond methods and techniques; it encompasses an intangible, deeply personal element known as tacit knowledge. This knowledge, derived from years of practice and reflection, often operates beneath the surface, shaping how educators navigate complex classroom dynamics. Unlike explicit knowledge, which can be easily shared, tacit knowledge remains embedded in intuition and context—challenging to articulate yet profoundly impactful.

When teaching relies heavily on rote or lecture-based methods, this tacit knowledge often needs to be noticed, leaving educators unaware of its influence or potential for refinement.

The question is, how can we uncover and harness this hidden wisdom to create more effective, meaningful learning experiences? The answer lies in dialogic teaching, a transformative approach rooted in dialogue and collaboration.

What is Dialogic Teaching?

Dialogic teaching is not simply about increasing classroom talk—it’s about enhancing the quality of that talk. This approach transforms the traditional, lecture-centric model into an interactive learning environment where ideas are co-constructed through thoughtful conversation.

Robin Alexander, a pioneer in dialogic teaching, emphasizes:

“Dialogic teaching enables teachers to elicit, explore, and challenge students' ideas, while simultaneously questioning and refining their own.”

By fostering open, ongoing discussions, dialogic teaching reveals the tacit assumptions and insights that educators and students bring. This strengthens understanding and empowers participants to think critically and collaboratively.

Principles of Dialogic Teaching

The foundation of dialogic teaching rests on four fundamental principles, each of which counters the limitations of traditional teacher-led instruction:

• Collective: Learning becomes a shared endeavor, inviting active collaboration between teachers and students.
• Reciprocal: Participants engage in meaningful exchanges, listening, responding, and building on each other's contributions.
• Supportive: The classroom is a safe space where individuals feel encouraged to explore ideas without fear of judgment.
• Deliberative: Discussions are purposeful, fostering reasoned analysis and problem-solving.

These principles create an inclusive environment where all voices contribute to the learning process, ensuring that both explicit and tacit knowledge is recognized and valued.

Why Dialogic Teaching Matters

Dialogic teaching is not just an instructional strategy—it’s a response to the demands of a world that increasingly values adaptability, creativity, and critical thinking. Research has demonstrated its impact:

• Improved Student Outcomes: Studies in UK classrooms (Mercer & Howe, 2012) show that dialogic teaching enhances achievement in language, mathematics, and science by promoting deeper cognitive engagement.
• Empowered Educators: By encouraging reflection and collaboration, dialogic teaching helps teachers surface their tacit knowledge, challenge assumptions, and continuously improve.

However, dialogic teaching’s influence extends beyond academic metrics. It redefines the teacher-student relationship, transforming it from a hierarchical dynamic into a partnership where knowledge is co-created.

Surfacing Tacit Knowledge Through Dialogue

Dialogic teaching is uniquely positioned to uncover tacit knowledge because it creates opportunities for educators to reflect and adapt in real-time. Consider this example:

A lecturer introduces a complex topic, such as “organizational culture.” Instead of delivering a pre-planned lecture, they facilitate a discussion where students share workplace experiences. Through dialogue, the lecturer identifies misconceptions, addresses them on the spot, and draws on their tacit knowledge to provide nuanced guidance. This interplay enriches the lesson and deepens the lecturer’s understanding of their teaching strategies.

From Reflection to Professional Growth

To harness tacit knowledge effectively, educators must integrate self-assessment and reflection into their professional practice. Tools like reflective journals, lesson recordings, and structured self-review frameworks can help teachers critically evaluate their methods. Key questions to consider include:

• What strategies generated the most engagement, and why?
• Were there moments when dialogue faltered, and how could this be improved?
• How did my assumptions about students' understanding shape the discussion?

Incorporating self-assessment into Continuous Professional Development (CPD) ensures that tacit knowledge becomes a shared resource among colleagues. Peer observations, followed by collaborative debriefs, allow educators to exchange insights, identify blind spots, and refine their approaches.

Donald Sch?n’s (1983) concept of reflective practice underscores the value of this process:

“Reflection-in-action allows teachers to adapt and respond in real time, while reflection-on-action enables deeper analysis and long-term growth.”

Overcoming Challenges

Despite its benefits, dialogic teaching is not without obstacles. Educators may face pressures to prioritize curriculum coverage over meaningful dialogue or struggle to manage dominant voices in discussions. Institutions must play a supportive role by providing adequate time, resources, and training for educators to adopt dialogic methods.

Moreover, dialogic teaching must go beyond tokenism. As Paulo Freire (1970) warns in Pedagogy of the Oppressed, genuine dialogue requires mutual respect and the inclusion of marginalized voices. Without this commitment, the potential for transformative learning is diminished.

My Tips for Implementing Dialogic Teaching

For educators ready to embrace dialogic teaching, here are practical starting points:

1. Ask Open-Ended Questions: To spark deeper conversations, replace “What’s the answer?” with “What do you think, and why?”
2. Encourage Peer Discussions: Allow students to explore ideas with one another before sharing them in larger groups.
3. Model Reflective Practice: Share your uncertainties and thought processes to demonstrate the value of continuous learning.

Building a Culture of Dialogue

Dialogic teaching challenges us to rethink education—not as a one-way transmission of knowledge but as a collaborative process that honors the wisdom of all participants. By uncovering tacit knowledge, we create classrooms where learning is dynamic, inclusive, and transformative.

As Robin Alexander aptly states:

“Dialogue is the bridge between teaching and learning.”

For higher education leaders and instructional designers, the task is clear: foster environments that support dialogic practices and empower educators to embrace their hidden potential. Together, we can reshape education to meet the challenges of tomorrow.