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Building peace through dialogic teaching: the Civic Conversations teacher professional development program.

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Title: Building peace through dialogic teaching: the Civic Conversations teacher professional development program.
Authors: Ross, Karen1 (AUTHOR) karen.ross@umb.edu
Source: Journal of Peace Education. Aug2025, Vol. 22 Issue 2, p251-277. 27p.
Subject Terms: *Dialogic teaching, *Teacher development, *Interpersonal communication, *Student engagement, *Discourse, Multiculturalism
Abstract: More than ever, the capacity to engage in discourse addressing challenges we face as a nation is necessary. Young people must be able to navigate complex relationships in a diverse society. Yet, student capacity for constructive engagement across difference in classrooms is limited, and teachers lack the capacity to support students in dialogic communication, openness to difference, or other key peace education skills. This study thus reports on Civic Conversations, a professional development program for teachers modeling dialogic teaching in classroom contexts. Drawing upon data from multiple cohorts, the study shows that this program helps teachers develop a dialogic stance: belief in the value of dialogue as a foundational approach to teaching. Data suggests that the dialogic structure of the professional development program played an especially important role in facilitating teacher development of this belief and in enabling teachers to understand how dialogue allows them to build stronger classroom community while stepping back from being the center of focus in the classroom. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Building peace through dialogic teaching: the Civic Conversations teacher professional development program.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Aug2025, Vol. 22 Issue 2, p251-277. 27p.
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  Data: *<searchLink fieldCode="DE" term="%22Dialogic+teaching%22">Dialogic teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+communication%22">Interpersonal communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Multiculturalism%22">Multiculturalism</searchLink>
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  Data: More than ever, the capacity to engage in discourse addressing challenges we face as a nation is necessary. Young people must be able to navigate complex relationships in a diverse society. Yet, student capacity for constructive engagement across difference in classrooms is limited, and teachers lack the capacity to support students in dialogic communication, openness to difference, or other key peace education skills. This study thus reports on Civic Conversations, a professional development program for teachers modeling dialogic teaching in classroom contexts. Drawing upon data from multiple cohorts, the study shows that this program helps teachers develop a dialogic stance: belief in the value of dialogue as a foundational approach to teaching. Data suggests that the dialogic structure of the professional development program played an especially important role in facilitating teacher development of this belief and in enabling teachers to understand how dialogue allows them to build stronger classroom community while stepping back from being the center of focus in the classroom. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/17400201.2024.2407801
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      – Code: eng
        Text: English
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      – SubjectFull: Dialogic teaching
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      – SubjectFull: Teacher development
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      – SubjectFull: Interpersonal communication
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      – SubjectFull: Student engagement
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      – SubjectFull: Discourse
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              Text: Aug2025
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