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The Effectiveness of a Principle-Based Professional Development Programme in Promoting Teachers' High-Level Talk in Primary Mathematics Classrooms

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Title: The Effectiveness of a Principle-Based Professional Development Programme in Promoting Teachers' High-Level Talk in Primary Mathematics Classrooms
Language: English
Authors: Noa Brandel, Merit Deri, Ronnie Karsenty, Baruch B. Schwarz
Source: British Journal of Educational Psychology. 2026 96(1):356-381.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary School Teachers, Classroom Communication, Mathematics Instruction, Faculty Development, Teacher Characteristics, Program Effectiveness, Educational Principles, Instructional Design
DOI: 10.1111/bjep.70020
ISSN: 0007-0998
2044-8279
Abstract: Introduction: We investigate whether a principle-based professional development programme can effectively promote teachers' talk in primary mathematics classrooms. The programme aimed to implement accountable talk (AT), integrating three design principles: (a) incorporating authentic classroom episodes, alongside individual and collective reflection; (b) long-term duration; and (c) video-based discussions. Methods: We analysed the classroom talk of eight teachers of different ages, seniority and academic background at three timepoints: before, during and at the end of the programme, focusing on teachers' AT quality at both macro- and micro-levels. The macroanalysis concerned ratings of teachers' talk as a whole, while the microanalysis inspected teachers' specific AT moves. This enabled us to assess how teachers operated AT moves to raise the level of discussions and advance student learning. Results: Both averaged macro-level ratings and rates of micro-level talk moves attest to an overall improvement in teachers' AT quality over time. However, improvement appears durable mainly for older, more senior teachers with specialized mathematics education. The macroanalysis reveals significant improvement in teachers' accountability to the learner community, alongside a strong positive correlation between the level of cognitive demand maintained by the teacher and the overall quality of teachers' AT. The microanalysis reveals significant improvement in teachers' accountability both to the learner community and to mathematical knowledge and reasoning. Conclusion: Beyond the overall improvement of the quality of teacher talk over time, micro- and macro-analyses reveal differences attributable either to the sensitivity of the methodological tools or to the nature of the change in teachers' practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496082
Database: ERIC
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  Data: The Effectiveness of a Principle-Based Professional Development Programme in Promoting Teachers' High-Level Talk in Primary Mathematics Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Noa+Brandel%22">Noa Brandel</searchLink><br /><searchLink fieldCode="AR" term="%22Merit+Deri%22">Merit Deri</searchLink><br /><searchLink fieldCode="AR" term="%22Ronnie+Karsenty%22">Ronnie Karsenty</searchLink><br /><searchLink fieldCode="AR" term="%22Baruch+B%2E+Schwarz%22">Baruch B. Schwarz</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(1):356-381.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: 10.1111/bjep.70020
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  Data: Introduction: We investigate whether a principle-based professional development programme can effectively promote teachers' talk in primary mathematics classrooms. The programme aimed to implement accountable talk (AT), integrating three design principles: (a) incorporating authentic classroom episodes, alongside individual and collective reflection; (b) long-term duration; and (c) video-based discussions. Methods: We analysed the classroom talk of eight teachers of different ages, seniority and academic background at three timepoints: before, during and at the end of the programme, focusing on teachers' AT quality at both macro- and micro-levels. The macroanalysis concerned ratings of teachers' talk as a whole, while the microanalysis inspected teachers' specific AT moves. This enabled us to assess how teachers operated AT moves to raise the level of discussions and advance student learning. Results: Both averaged macro-level ratings and rates of micro-level talk moves attest to an overall improvement in teachers' AT quality over time. However, improvement appears durable mainly for older, more senior teachers with specialized mathematics education. The macroanalysis reveals significant improvement in teachers' accountability to the learner community, alongside a strong positive correlation between the level of cognitive demand maintained by the teacher and the overall quality of teachers' AT. The microanalysis reveals significant improvement in teachers' accountability both to the learner community and to mathematical knowledge and reasoning. Conclusion: Beyond the overall improvement of the quality of teacher talk over time, micro- and macro-analyses reveal differences attributable either to the sensitivity of the methodological tools or to the nature of the change in teachers' practices.
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