A science teacher's journey of improvement in dialogic teaching: A self-study

In this study, I aimed to improve my dialogic teaching practices as a science teacher. In this context, the core of the research lies in my efforts to create a meaning-centered, multi-voiced, and interaction-based learning environment by reflecting on my own teaching process. Within the framework of dialogic teaching indicators, I sought to examine how I shared authority in the classroom, my strategies for questioning and providing feedback, as well as how my personal values and beliefs were reflected in this process. This self-study research covers a seven-week period of 7th grade science lessons. I am the participant of the study as a science teacher. I conducted an in-depth examination of my own teaching practices within the framework of dialogic teaching. The data collection tools included video recordings of the lessons I conducted, my reflective journals, and my life story. I analyzed the collected data using a holistic approach. For the analysis of the video recordings, I utilized three indicators from the Dialogic Interaction Tool (authority, questions, and feedback). I then compared and interpreted the findings from my reflective journals and life story alongside the findings from the video data. The transformation I experienced over time in my classroom discourse revealed significant findings regarding the practical application of dialogic teaching principles. It contributed to the gradual sharing of authority during the instructional process, the increased use of open-ended and thought-provoking questions, and the shift in the nature of feedback. Moreover, I realized that my personal values and beliefs were closely aligned with the dialogic teaching approach. I came to understand that my pedagogical practices were not merely based on technical or methodological choices, but rather shaped by my values and beliefs. I reflected a student-centered approach that encouraged inquiry, valued students' thoughts, embraced multiple voices, and supported the sharing of authority—not only through instructional techniques, but also through the forms of classroom interaction I adopted. In this sense, the findings of the study demonstrate that dialogic teaching is not merely a method, but also a perspective that shapes the teacher's intellectual and value-based stance. The findings of my study reveal that I experienced a meaningful transformation in my instructional approach; however, this transformation did not occur directly or easily. Throughout the process, I encountered situations where my ingrained teacher-centered habits and authoritarian patterns of classroom communication continued to exert influence. This suggests that achieving a sustainable dialogic teaching approach requires not only changing instructional strategies but also transforming classroom culture and teacher identity. In particular, we need to move away from reproducing traditional teaching habits in the classroom and instead diversify our communication skills and enrich our instructional processes with flexible and interactive structures. In this context, it is recommended that professional development opportunities be designed in ways that allow educators to critically reflect on their professional practices and support the development of a dialogic orientation.