The paper presents a Teacher Professional Development research involving a primary school teacher who conducted classroom discussions with a third-grade class while collaboratively analysing these interactions with two researchers using the ODIS tool (Observation of DIscussion in Schools). A double-blind analysis, followed by intersubjective comparison with a third research team member, highlighted the formative potential of the ODIS coding process for teacher professional development. Specifically, it enhanced the teacher’s ability to recognise and intentionally design discursive and interactive classroom practices, as well as assess the impact of their interventions on student learning, particularly in terms of participation, knowledge co-construction, and acquisition of disciplinary language. The study also provided an opportunity to examine further the applicability and validity of the ODIS tool in identifying key teacher-student interaction patterns that reveal the collaborative learning process.
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