Classroom discourse is widely recognized as a cornerstone of student learning. Yet, beneath the apparent consensus about the value of academically productive talk lie significant tensions regarding the teacher’s role. Drawing on reflections from a multiyear research project, we highlight these tensions through two contrasting cases: a teacher-directed historical discussion and a student-led scientific inquiry. These examples reveal divergent values about teacher facilitation and its implications for student agency. We argue for greater empirical clarity and critical engagement with these differing views to better support teachers in enacting meaningful, dialogic practices in increasingly complex classroom environments.
Al‐Adeimi et al. (2025) studied this question.