Educating for Dialogue as a Pathway to Integrated Development of Disciplinary and Transversal Competences. A Pilot Implementation of the T-SEDA Approach with Vocational School Teachers

Discussions on vocational education systems highlight the importance
of transversal competences, defi ned as essential skills for eff ective
action across diverse contexts (Hart et al., 2021). Traditionally, Vocational
and Professional Education and Training (VPET) aimed to produce
professionals capable of responsible decision-making in both routine and
unexpected situations (Cheetham & Chivers, 1998; Schoen, 1983; Winch,
2022). However, rapid changes in professional contexts and global challenges
now demand innovative solutions, making the replication of procedures
insuffi cient (Lotz-SIsitka et al., 2024; Plata & Addimando, 2023).
In this context, fostering students’ capacity to argue, explain reasoning,
and adopt a critical stance is crucial for developing durable professional
competence adaptable to changing scenarios.
Dialogic teaching enhances critical refl ection, decision-making, and
innovation within curricular learning (Alexander, 2019; Mercer et al.,
1999; Rojas-Drummond et al., 2006; Teo, 2019; Wegerif, 2013). It is particularly
suited for developing transversal skills vital in uncertain, rapidly
evolving contexts, though its application in VPET is still limited.
This study explores the use of a dialogic teaching approach by selected
VPET teachers through two pilot professional development courses. The
Toolkit for Systematic Educational Dialogue Analysis (T-SEDA) (T-SEDA
Collective, 2023) was chosen for its practical orientation and adaptability.
The study investigates its use in VPET contexts, addressing the research
question:
How does T-SEDA support VPET teachers in fostering transversal skills
through educational dialogue?
Key findings from pilot courses are presented.
A contribution is made to discussions on the promotion of critical thinking
and argumentation in VPET by showing how T-SEDA supports teachers
in designing instructional practices that develop students’ ability to
actively seek others’ perspectives, ask questions, articulate ideas verbally,
draw connections, express agreement and disagreement, and justify
their viewpoints, while pursuing subject-related teaching goals. Areas for
development are also highlighted, in particular the need to further support
VPET teachers in tailoring T-SEDA tools for monitoring subject-specifi
c learning objectives.