摘要：The book by Adam Lefstein and Julia Snell explores a wide array of dialogic pedagogy.1 The authors show what really happens in classes where teachers apply dialogic teaching methods,using data from an action research project implemented in 2008–2009 at a London school. The researchers prepared a Professional Development Programme2 for teachers. During its implementation,they observed the participating teachers in their literacy lessons. They collected a solid corpus of data,including video recordings of the lessons,recordings of the workshops for the teachers with discussions,and individual in-depth interviews with the teachers.
