Tenured Scholars
Calcagni, Elisa
Assistant Professor
She holds a PhD in Education from the University of Cambridge, United Kingdom. Her research focuses on teacher professional development through processes of collaboration, inquiry, and reflection. She also investigates the emergence and promotion of dialogic approaches to teaching and learning at different educational levels and in different subjects, including initial teacher training.
Main areas of study: Teacher professional development; Dialogic teaching; Teacher inquiry
Education
| Job title | Institution that grants it | Year |
|---|---|---|
| Doctor of Philosophy (PhD) | University of Cambridge | 2020 |
| Master in Psychology, mention in Educational Psychology | Pontifical Catholic University of Chile | 2012 |
| Psychologist | Pontifical Catholic University of Chile | 2011 |
Teaching and training of researchers
| Course name | Sigla |
|---|---|
| Adolescent Development and Learning | EDU0160 |
| Student Learning and Development | EDU0315 |
| Years | Use cases | Name | Role |
|---|---|---|---|
| 2024-2025 | EduLab UC Challenges | Mentoring and pedagogical collaboration model for the Pioneer Network | Co-Investigator |
| Co2020-2024 | Funding from the Ministry of Education and Culture (Germany) | Learning to Teach Lab: Science | Postdoctoral researcher |
| 2015-202 | Project | Professional dialogues to foster dialogic pedagogy in mathematics: Design and test of a school-run teacher professional development program | doctoral researcher |
Publications
| Author | Year | Title | Magazine | Volume | Pages | DOI |
|---|---|---|---|---|---|---|
| Calcagni, E. & Hennessy, S. | - | Can Peer Facilitation Promote Classroom Dialogue at Scale? | Studia Paedagogica | 2025-2 | - | |
| Calcagni, E., Gröschner, A., & Klaß, S. | 2024 | How to Promote Dialogic Teaching During a Field Experience: A Quasi-Experimental Study of Preservice Teachers' Perceptions of Video- and Simulation-based Learning | Latin American Educational Thought | 61 (2) | 1-12 | https://doi.org/10.7764/PEL.61.2.2024.6 |
| Calcagni, E., Ahmed, F., Trigo-Clapes, A.L., Kershner, R., & Hennessy, S. | 2023 | Developing dialogic classroom practices through supporting professional agency: Teachers? experiences of using the T-SEDA practitioner-led inquiry approach | Teaching and teacher education | 126 | 10.1016/J.TATE.2023.104067 | |
| Gröschner, A., Calcagni, E., Klaß, S., Hickethier, F. | 2022 | Unterrichtsgespräche als Core Practices? Lernen im Learning to Teach-Lab: Science [Classroom dialogue as “core practice”? Learn in the Learning to Teach-Lab: Science] | Journal für LehrerInnen Bildung [Journal of teacher education] | 22 (3) | 44-57 | https://doi.org/10.35468/jlb-03-2022-03 |
| Hennessy, S., Kershner, R., Calcagni, E., & Ahmed, F. | 2021 | Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach | Review of Education | 9 (3) | https://doi.org/10.1002/rev3.3269 | |
| Hennessy, S., Calcagni, E., Leung, A., & Mercer, N. | 2021 | An analysis of the forms of teacher-student dialogue that are most productive for learning | Language and Education | 37 (2) | 186–211 | 10.1080/09500782.2021.1956943 |
| Vrikki, M., Kershner, R., Calcagni, E., Hennessy, S., Lee, L., Hernández, F., Estrada, N., & Ahmed, F. | 2019 | 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 & Method in Education | 42 (2) | 185-203 | http://doi.org.10.1080/1743727X.2018.1467890 |
| Preiss, D.D., Grau, V., Torres Irribarra, D., & Calcagni, E. | 2018 | Metacognition, self-regulation, and autonomy support in the Chilean mathematics classroom: An observational study | New Directions for Child and Adolescent Development | 1–22 | 1-22 | http://doi.org/10.1002/cad.20260 |
| Calcagni, E., & Lago, L. | 2018 | The Three Domains for Dialogue: a framework for analyzing and promoting dialogic teaching and learning | Learning, Culture and Social Interaction | 18 | 1-12 | https://doi.org/10.1016/j.lcsi.2018.03.001 |
| Grau, V., Calcagni, E., Preiss, D.D., & Ortiz, D. | 2017 | Teachers' professional development through university-school partnerships: theoretical standpoints and evidence from two pilot studies in Chile | Cambridge Journal of Education | 47 (1) | 19-36 | http://doi.org/10.1080/0305764X.2015.1102867 |
| Author | Year | chapter title | Editors | book title | Pages | Editorial | DOI/URL |
|---|---|---|---|---|---|---|---|
| Hennessy, S., Kershner, R., Ahmed, F., Calcagni, E., Trigo-Clapés, AL, Brugha, M., & Edwards- | 2025 | Knowledge mobilization through practitioner-led inquiry: A dialogic perspective. | Wyse, D., V. Baumfield, N. Mockler, & M. Reardon | International Handbook of Research-Informed Education Policy and Practice (Volume 2). | SAGE | https://doi.org/10.4135/9781473983953 | |
| Gröschner, A., Klaß, S. & Calcagni, E. | 2024 | Productive Classroom Talk as a Core Practice: Promoting Evidence-Based Practices in Teacher-Student Interaction in Preservice Teacher Education. | P. Grossman & U. Fraefel | Core Practices from a Global Perspective. | Harvard Education Press. | https://hep.gse.harvard.edu/9781682538685/core-practices-in-teacher-education/ | |
| Calcagni, E., Grau, V., Cortez, M., & Gómez, D. | 2021 | What we can name in the classroom | Mesiti, C. Michèle Artigue, Hilary Hollingsworth, Yiming Cao, David Clarke | Teachers Talking about their Classrooms. Learning from the Professional Lexicons of Mathematics Teachers around the World | Routledge | https://doi.org/10.4324/9780429355622 | |
| Grau, V., Calcagni, E., Cortez, M., Gómez, D., Díaz, G., Araya, C., & Preiss, DD | 2021 | Chilean Lexicon | C. Mesiti, M. Artigue, H. Hollingsworth, Y. Cao, & DJ Clarke | Teachers talking about their classrooms: Learning from the professional lexicons of mathematics teachers around the world | Routledge | https://doi.org/10.4324/9780429355622 | |
| Kershner, R., Dowdall, K., Hennessy, S., Owen, H., & Calcagni, E. | 2020 | Teachers as "natural experimenters": Using T-SEDA to develop classroom dialogue. | In E. Hargreaves and L. Rolls | Reimagining Professional Development in Schools. | Routledge | https://www.routledge.com/Reimagining-Professional-Development-in-Schools/Hargreaves-Rolls/p/book/9780367264512 |
Commitment
Managerial Accounting
- 2025-Present: Associate Editor PEL magazine
- Representative on the faculty council of the regular academic assistants
Social Impact
- Member of the editorial committee: Studia Paedagogica
- Affiliate Member: “Cambridge Teacher Research Exchange”
