In the growing field of dialogic teaching and learning, there is a proliferation of terms and concepts under use. This paper presents a theoretical framework previously developed by identifying and organising key elements in dialogic teaching in the literature. The framework contains three domains with eleven more specific components: (A) Teaching-learning; (B) Instruments; and (C) Assumptions. In a previous publication we tested their applicability for analysing dialogic teaching approaches. Because of the prescriptive nature of many of these approaches, teacher professional development [TPD] is a central aspect in the field, and there is some accumulated knowledge around the difficulties involved in teachers changing their practices, as well as some effective development strategies. Nevertheless, the literature has focused to a lesser degree on making the contents of the TPD programmes and their selection rationale explicit, which could facilitate their communication and cumulativeness. Therefore, this paper aims to advance another use of the aforementioned framework, exploring its potential for structuring, communicating and interrogating TPD programmes focused on dialogue. We illustrate this with two programmes that were designed employing the framework and have recently been implemented by the authors. Programme 1 was a three-month long researcher-led intervention to explore the promotion of dialogue in primary school. Programme 2 was a year-long project focused on dialogue in primary mathematics, facilitated by teachers. The coverage of the framework’s components on the programmes is explored and some emphases and silences in each of them are identified and discussed, considering how their specific goals and foci generate differences on the contents of the three domains.
