Maybe We Should Talk: Bringing Together Diverse Perspectives on Supporting Teachers’ Reflective Dialogue

The importance of teachers’ reflection for teachers’ professional development is often emphasized, and reflection holds much potential for learning especially when it takes place in dialogue with (knowledgeable) others and is focused on representations of practice. However, there is variation in theorization, design of learning arrangements, and contexts where teachers’ reflection takes place, and research is taking place in various subfields. Consequently, this workshop aims (1) to build a community of learning scientists who are investigating ways to support teachers’ reflective dialogue, and (2) to explore synergies, divergence, and convergence across the various fields where this learning mechanism is studied. The workshop follows a long-tailed format with a prolonged series of discussion activities before, during, and after the conference takes place. This workshop will contribute to community building, understanding of the convergence and divergence in the field, identification of areas that warrant further discussion, as well as a proposal for future work.