Speakers
Abstract section 4: Outcomes/results
The project suggests that AI dialogues can support deeper awareness and help teachers move from reflection towards actionable future goals. Consistent with sociocultural theory, the findings suggest that reflective dialogue functioned as a mediational space in which teachers supported one another’s thinking, enabling co-constructed insights that exceeded what could be achieved by oneself.
Abstract section 2: Contribution/research questions
This practice-oriented presentation introduces a replicable Appreciative Inquiry protocol for paired dialogic reflection and demonstrates how it can be used to support collaborative, non-evaluative teacher development.
Abstract section 3: Content/method
This study consists of eight recorded dialogue sessions in which participants alternated roles as speaker and listener. Each participant selected personally meaningful classroom themes and took part in reflective dialogue sessions spaced one month apart, and wrote reflective posts based on each session. Between sessions, participants reviewed recordings and trialed small pedagogical changes where possible.
Abstract section 5: References
Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2008). Appreciative inquiry handbook: For leaders of change (2nd ed.). Berrett-Koehler.
Edge, J. (2002). Continuing cooperative development: A discourse framework for individuals as colleagues. University of Michigan Press.
Abstract section 1: Relevance
AI aims to develop our strengths, hopes, and possibilities (Cooperrider et al., 2008). Guided by this framework, the project followed the AI cycle’s four stages – discovery, dream, design, and destiny. The non-judgmental reflective practice used in these dialogue sessions aligns closely with Cooperative Development (Edge, 2002). In this model, the speaker develops understanding by thinking aloud in a safe and supportive space, while the listener engages in active listening and prompts to sustain reflection.
| Title | Using Appreciative Inquiry for Dialogic Teacher Reflection |
|---|---|
| Teaching Context | College and university education |