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Teacher Scheme for Educational Dialogue Analysis

students in a classroom

Teacher Scheme for Educational Dialogue Analysis (T-SEDA): An impact acceleration project

This project bridges and capitalises upon the outcomes of two recent research projects about classroom dialogue. ‘Classroom dialogue’ refers here to productive forms of student-teacher talk that stimulate students’ critical thinking and help to develop students’ deep knowledge and understanding in different subject areas.

Our recent large-scale ESRC-funded project encouragingly demonstrated that certain features of whole-class dialogue are strongly linked to student learning and positive attitudinal outcomes. This significant finding calls for widespread teacher professional development to promote this practice. British Academy funded research with Mexican collaborators produced the Scheme for Dialogue Analysis (SEDA), which provides a framework for identifying key features of classroom dialogue. The T-SEDA pack is an extensive, open resource that supports practitioners in developing dialogic teaching and learning and in leading their own inquiry and impact activities. It has at its heart a teacher-friendly version of SEDA that helps practitioners to observe and develop the quality of dialogue between students and staff. T-SEDA has been developed by a team at the University of Cambridge that includes researchers and practising teachers. It has also been used by practitioners beyond the team in a range of schools in different countries, across age groups and subject areas. This ongoing trialling has generated useful feedback which continues to improve the pack. A summary of the customisable pack contents is as follows:

T-SEDA: A User's Guide

T-SEDA Resources

  • Section 1: Coding framework
  • Section 2: Developing dialogic practice
  • Section 3: Identifying aims, interests and inquiry focus
  • Section 4: Observation methods including technical guidance for audio/video recording and transcribing
  • Section 5: Templates for observing and coding
  • Section 6: Case studies
  • Section 7: References to other research on dialogue and links to related resources

Our ESRC-funded Impact Acceleration Account project aimed to scale up impact by employing the T-SEDA pack to support practitioners working independently of a research team. The project team has established partnerships with groups of teachers and clusters of schools, spanning early years providers to secondary schools in England, New Zealand, Australia, Israel, Spain and Pakistan. We have also linked with a further education college and multiple practitioners in higher education institutions in England (Surrey), Mexico and Hong Kong. Activities included in the impact project included practitioner workshops, classroom videoing, and the creation of additional online resources and video training guides.

This project relates to the current public policy push for teacher inquiry and aimed to engage in wider capacity building in schools. Our approach concurs with what is already known about factors that support impact, including the furthering of existing networks and relationships with teachers, acknowledging the expertise and active role of teachers, developing good understanding of policy/practice contexts and encouraging teachers, as users, to bring their knowledge of local context to adapt the approach for their own purposes and enhance sustainable impact. One of our main findings so far has been that local research leaders and facilitators have a key role in embedding and sustaining impact in different contexts.

Some outcomes and outputs of our impact project include:

  • evidence of changes in the participants’ practice towards more dialogic lesson activities, teaching strategies and classroom interactions
  • increased students’ participation in class activities and engagement with peers’ ideas evidence of practitioners’ awareness and understanding of productive classroom dialogue
  • impact case study materials including openly available illustrative video exemplars
  • a briefing report for schools
  • partnerships with groups of teachers and clusters of schools
  • a workshop that brought teachers and practitioners together to discuss the impact of using T-SEDA in their own contexts
  • dissemination of the project findings at national and international academic events
  • journal publications in progress
  • a resource website for dissemination in progress

You may also be interested in video examples of dialogue in diverse educational contexts. 

See HERE for a collection of resources from the CEDiR research group. These clips show teacher and student dialogue in the classroom from a number of research projects, analysed using different coding schemes.

Would you like to try out T-SEDA?

Our first formal trial has now finished. However, we invite any interested teachers, lecturers school leaders and professional development leaders from any country, age group or subject to try out T-SEDA. No prior knowledge needed. You can use T-SEDA in order to address your own inquiry questions, adjusting it to your available time and resources. We would welcome feedback from your work with T-SEDA so please complete a short feedback form and send it to us using the email address below. If your institution requires an ethical clearance approval before you start your trial, please contact us and we will send you the approved form from the University of Cambridge accompanied by a covering letter.
To register your interest please email us at

Information and materials

We are pleased now to have T-SEDA materials translated into Spanish and Chinese


Information for teachers (T-SEDA)  - updated 18/06/2018

Information for teachers (T-SEDA non-UK) - updated 18/06/2018

Teacher-SEDA pack (V7c)

Teacher SEDA pack (V7c) Additional Resources

Teacher-SEDA pack (V7c) Editable templates

- Editable Template A for transcript coding

Teacher-SEDA pack Inquiry Report and case study template

Teacher-SEDA pack (V7c) - Coding scheme adjusted in March 2019, in response to feedback from teachers (see highlighted sections).  Further feedback is very welcome about this and any other elements of the  T-SEDA materials.  Please contact us with your suggestions or comments at

A series of short video guides support use of the T-SEDA materials. Feedback welcome!


T-SEDA v7b Version en espanol

TSEDA v7b Plantillas Editables Version en espanol

TSEDA v7b Recursos Adicionales Version en espanol

Teacher-SEDA (V7b) - Esquema de codificación actualizado en Marzo de 2019 en respuesta a la retroalimentación de docentes participantes (ver secciones destacadas en amarillo para identificar los cambios). Como equipo T-SEDA, apreciamos su retroalimentación respecto del esquema de codificación así como los demás componentes de los recursos educativos T-SEDA. No dude en contactarnos con sus sugerencias o comentarios al correo electrónico del proyecto

Chinese (simplified)

教师教学对话分析方案 (版本7c)

教师教学对话分析方案 (版本7c) 附加资料

教师教学对话分析方案 (版本7c) 可编辑模板



Chinese (traditional)



教師教學對話分析資源_(版本7c)_可編輯模版_Editable Templates_TraMandarin

教師教學對話分析資源_(版本7c)_可編輯編碼模版_Editable Coding Templates_TraMandarin

教師教學對話分析資源_(版本7c)_關鍵詞翻譯_Key Terms_TraMandarin


Coding scheme in Hebrew

Project Information


Sara Hennessy
Ruth Kershner

Other T-SEDA team members:

Farah Ahmed

Elisa Calcagni

Ana Laura Trigo-Clapes

Ana Rubio Jimenez

Earlier collaborators: Maria Vrikki, FLora Hernandez, Nube Estrada


Kershner, R., Hennessy, S., Dowdall, K., Owen, H. & Calcagni, M.E. (2020). Teachers as ‘natural experimenters’: Using T-SEDA to develop classroom dialogue. In Rolls, L. & Hargreaves, E. (Eds.) Reimagining Professional Development in Schools (Chapter 8). Routledge. Accepted version.

Vrikki, M., Kershner, R., Calcagni, E., Hennessy, S., Lee, L., Estrada, N., Hernández, F., and Ahmed, F. (2018). The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue. International Journal of Research and Methods in Education. Available here.


ESRC Impact Acceleration Account
May 2018 - Sept 2020

Contact details
Cambridge Educational Dialogue Research Group