#466: Beyond Teacher Professional Development: A Dual Preparation Model for Fostering Dialogic Engagement in East Asian Classrooms

Dialogic teaching initiatives in East Asian educational contexts often fail to take root, largely due to teacher-centric professional development that overlooks student readiness. This paper introduces a novel Dual Preparation model addressing this gap through systematic, coordinated preparation of both teachers and students as active partners in pedagogical change. The model is built on two synergistic principles: establishing a shared framework through explicit instruction in Academically Productive Talk (APT) for dialogic discourse and ICAP (Interactive, Constructive, Active, Passive) for cognitive engagement; and conducting coordinated capacity building by equipping both parties with cognitive strategies including mind mapping, mnemonics, and Group Mind Mapping Mnemonics (GMMM), supported by domain-expert AI tools providing personalised guidance. This paper presents the theoretical rationale for dual preparation, arguing that information alignment between teachers and students enables a more sustainable and effective dialogic classroom culture. The model is under empirical investigation in one East Asian primary school.