**7. Conclusion**

Bridie's realisation that talking to learn should be the province of both the teacher and the learner is important for understanding the power and influence of talk and interaction (especially listening) on learning. Her comments show that rather than always having a focus on the act of teaching a lesson in their practicum placements, PSTs shifted their perspectives on what teaching practice entails by becoming attuned to dialogic pedagogies and the need to build a repertoire of talk moves as critical for interacting with students in

Through their engagement with learning to talk and interact with students in a focused way, PSTs began to orient to and critically reflect on their own interactions with their group of students. In post-session de-brief interviews, they raised a number of key points about developing and enacting a repertoire of talk moves. For instance, Bella conceded, that "wait time is

*I learnt that I need to ask more open questions allowing the students to take the floor and also to get them to talk amongst themselves; that way, they learn, and grow in knowledge with each other, as the student who understands can solidify their own knowledge and for the student who does not, may learn* 

An overt focus on learning about and practising talk and interaction seemed to be perceived as essential for develop metacognitive awareness of its power and influence on students learning and participating in lessons. Jeb's comments below were typical of the viewpoints of

*I didn't realise I had to be more conscious about what I was going to say next, what talk move to use actually – that depends on what we were doing of course, but it takes a lot more thought to be effective I* 

Without exception all PSTs recognised that, like Jeb, having the time background to after the second section as an essential condition for their own learning about classroom dialogue. This practice architecture, "the chance try out different talk moves", appeared to be a fundamental condition for understanding dialogicality, knowing about pedagogical dialogues and developing i) teaching practices, ii) dialogic teaching practices, and iii) a flexible repertoire of interaction moves. As Jeb said, it required an overt consciousness or meta-awareness of its impact on teaching for student learning; and that according to him, "it takes a lot of thought

In general, it was found that the many underlying beliefs held by PSTs about what teaching actually entailed were re-conceptualised as a result of the in-class focus on listening and interacting. This reflection by Ben was typical of the comments made by PSTs about the process:

*So, having the chance to interact with the children in small groups gave me the opportunity to interact with a focus and apply and even understand the theory we have learnt in lectures and workshops* 

Collectively, the following themes from a thematic analysis of interview and survey data

*think. But the key for me really was having the chance to try out different talk moves.*

*Learning about dialogic teaching through "talking to learn"*

*without the distraction of the whole class around them.*

emerged; overall preservice teachers:

lessons.

hard"; she went on to acknowledge:

80 Contemporary Pedagogies in Teacher Education and Development

*from their friend or peer.*

many of the PSTs:

to be effective".

The challenge for teacher educators is always ensuring the role of quality teaching is developed across courses. This work needs to be both a theoretical proposition which guides teacher educators and preservice teacher's understandings and a practical proposition which supports efficacy in enactment. This study informs the field of teacher education about how and what PSTs learning about pedagogical dialogues through learning to listen and interact with students in the moment-by-moment interactions they encounter in classrooms. It was found that framing the in-class experience around learning about and enacting dialogic practices, and situating these experiences in classrooms as a site for learning teaching practice, made the focus authentic and timely for first year PSTs. It provided a fundamental, yet critical foundation for understanding and enacting a flexible repertoire of pedagogical dialogues. For PSTs the importance of connecting theoretical propositions made within teacher education course with the authentic interactions with students in classrooms from the beginning of their degree program generated a significant meta-awareness of the nexus between theory and practice.

This study provides timely outcomes in that it specifically documents the conditions, or changed practice architectures [22], required for PSTs to reconceptualise teaching and learning *as* interactive practice. The research also has important implications for ways in which PSTs reflect on [47] and theorise 'practices of learning' and 'practices of teaching' from the early stages in their formation as teachers. In this vein, to undercut ongoing issues of teacher efficacy by explicitly knowing about and enacting pedagogical dialogues in the future, classroom interaction and learning to listen to students needs to move more directly into focus in teacher education. To do this teacher education policy needs to ensure courses lead PSTs to construct and develop educational encounters which demonstrate a metacognitive awareness of the role of listening and interacting, and moreover provide overt ways for PSTs to practise different talk moves in authentic classroom contexts.

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The results directly inform the global debate which focuses on the efficacy of preservice teacher education. In particular, this chapter challenges teacher education in its propensity for taking for granted the importance of creating focused opportunities for PSTs to learn to listen and interact with students in classrooms as an *existential and ontological* foundation for learning to teach. Broadening teacher education practices to more explicitly account for listening to and interacting with student in classrooms - without the constraints of assessment–must be addressed to advance educational development globally. In making these claims the chapter invites further exploration of practice development and in particular the development and enactment of core dialogic practices such as communicating, listening and interacting with students in classrooms.
