skip to primary navigation skip to content

Teacher Scheme for Educational Dialogue Analysis

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

students in a classroom

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. We are now scaling up impact by employing a custom-designed set of guidelines to support teachers working independently of a research team. The impact project includes primary schools from the original ESRC sample as well as further primary/secondary schools and networks. The T-SEDA pack is an extensive resource that supports teachers in leading their own inquiry and impact activities. It focuses on identifying key features of classroom dialogue using a teacher-friendly version of the Scheme for Dialogue Analysis (SEDA) derived from British Academy funded research with Mexican collaborators.  

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 practising teachers 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 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

Project activities to cascade impact and dissemination will include introductory impact workshops, remote support for professional development, and further engagement with a wider audience of practitioners. While our previous research has confirmed the value of working with teachers as research participants and co-researcher colleagues, we now aim to engage in wider capacity building in schools. This impact project relates to the current public policy push for teacher inquiry. Our approach is in line 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 context to enhance impact.

Anticipated outcomes include:

  • evidence of improvements in practice (higher quality dialogue features shown by our recent study to correlate with student attainment); increased teacher understanding of dialogue
  • insights into influence of teachers’ initial understandings and levels of dialogic practice
  • impact case study materials including illustrative video exemplars
  • a resource website for dissemination
  • reports for schools and journal publication

Would you like to try out T-SEDA?

We are currently looking for teachers, lecturers and school leaders from any country, any age group and any subject to take part in our ongoing research with 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 will provide resources and conduct before and after research measures for you, so we can jointly chart impact over time – changes in teaching practice and/or student responses. This will include a short survey. For local teachers we can come and video your lessons before and after using T-SEDA too. To register your interest please email us

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

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

Teacher-SEDA pack (V7)

Teacher SEDA pack (V7) Additional Resources

Teacher-SEDA pack (V7) Editable templates

Note - if you would like to take part in our formal trial during 2018-19, please do NOT look at the pack yet as we will need to do the “pre-test” measures first! However, if you prefer to work alone and simply want to download the latest version of the T-SEDA, then please just click the link above. In this case we would welcome feedback from your trial 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.

Project Information


Sara Hennessy
Ruth Kershner

Other T-SEDA team members:

Farah Ahmed

Elisa Calcagni

Laura Kerslake


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 - March 2019 (11 months)

Contact details
Cambridge Educational Dialogue Research Group