Abstract:
Reflective dialogue is a key component how teachers learn to perfect their educational practice. It happens in schools when teachers embrace the challenge of sharing personal experiences about professional practices with their colleagues; this is regarded as both a tool and a process to understand teaching. This paper investigates using a action research how teachers at a decile 7 school in New Zealand engage in constructive conversations about their practice, to professionally grow and improve student learning. Teachers viewed sharing of experience as a substantive way of teacher learning when compared to the individual context. Understanding how teachers participate in such dialogue and how such participation shapes their learning was crucial. Therefore, it is important that school leadership team support the change of the school culture to promote teachers’ professional growth as it would enhance student learning.