Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended learning goals. Also, similar to how students interact during instruction, teachers’ verbal contributions during workshops may be uneven in their frequency and focus, with some individuals speaking up on particular topics, while others remain relatively silent. This study examines the nature and variation of teachers’ verbal participation during whole-group discussions as part of a weeklong mathematics PD programme. We analysed individual teachers’ talk over time and the relationship between their verbal participation and subsequent changes in their instructional practice over a two year period. The results suggest that by taking part in workshops where there were frequent, in-depth conversations focused on teaching and learning, even the quiet teachers appeared to be active listeners whose instruction was impacted by the PD. However, the mathematics lessons of their more vocal colleagues showed even more improvement, especially one year post PD. This study offers new insights regarding teacher participation when endeavouring to create equitable, discourse-rich professional learning opportunities that promote instructional growth.
Wang, C. & Jacobs, J. (2024). Speak up or stay silent: How does teachers’ verbal participation in a professional development programme relate to instructional outcomes? Professional Development in Education, 1–18. https://doi.org/10.1080/19415257.2024.2445551