Abstract
Research related to dialogic teaching has been gaining ground in recent decades. On a theoretical level, researchers have described how sociocultural approaches are linked to dialogic teaching. In addition, empirical studies have explained how dialogic teaching manifests itself in educational dialogue and classroom interactions. However, studies addressing how the dialogic theory and practice could be linked meaningfully in teacher education and professional development programs in subject teacher education and related praxis are still limited. Especially in the case of math teacher education, the reported professional development programs are limited in number. Whereas the tendency has been to report the challenges accompanying dialogicity, the present study contributes by making suggestions and delivering ways to enhance the dialogicity of math teaching. Most importantly, the findings reveal that this is done mostly by the student teachers themselves. Additionally, all of this can be considered a result of participating in an initial teacher education program, following a systematic and cyclic structure to develop one's understanding and skills related to classroom interactions that include dialogic approaches. Implications for subject teacher education are also discussed based on the findings of the current study.