Reification of Dialogic Practices Through Collaborative Coding: Teacher Learning During Classroom Video Analysis

Academically productive talk (APT) moves are strategies that teachers use to extend student responses for further elaboration and reasoning, thereby creating a dialogic classroom.In this study, nine teachers collaboratively coded APT moves in lesson video recordings during two workshops using the Classroom Discourse Analyser, alongside their colleagues and a facilitator.Qualitative analysis of the interactions during the workshops showed that this coding process created opportunities to resolve misunderstandings and solidify knowledge of APT through discussions about the videos.The coding process helped teachers develop their noticing skills and professional vision for dialogic teaching.We found that the workshops increased teachers' awareness of APT, improved their understanding of classroom discourse, and enhanced their ability to apply APT.Overall, these findings indicate that collaborative coding facilitated the process of knowledge reification, during which teachers co-constructed knowledge from 'raw' video recordings to 'structured' visualised representations.