Creating Dialogic Spaces to Support Teachers' Discussion Practices: An Introduction

摘要: issue of English Education examines efforts to support teachers' development classroom discussion practices. The featured articles explore how teacher educators and university researchers work with preservice in-service teachers create dialogic spaces within across education secondary classrooms this development. Drawing on Bahktin (1981, 1986) sociocultural activity theory, we envision spaces, or what Nystrand (1982) defined as textual space, sites interaction where the practices resources that participants bring them from a range settings intersect provide openings for new, hybrid understandings emerge. Collectively, document processes through which are constructed readers rich set conceptual practical tools understanding enacting cross-institutional can assist in enriching discussion.