Dialogic teaching is more than talk; it embodies a unique dialogic approach to knowledge, learning, social relationships, and education (Alexander, 2020). In this line, Wegerif (2016) argues that educational theory should transcend the dictionary and epistemological level of dialogue analysis and expose the ontological status of the dialogue as a mutual transformation of the person and the world. Nevertheless, the reconstruction of dialogic teaching is still dominated by the analysis of classroom talks and interactions (Calcagni et al., 2023; Hennessy et al., 2021). The presented reconstruction of dialogic teaching exceeds the analysis of situationally separated and interactively explicit dialogues. The documentary reconstruction of teachers' praxeological knowledge (Bohnsack, 2017; Bohnsack et al., 2010; Krzychała, 2019) made visible the dialogical structure of pedagogical performance extending over a long-time process of teacher-student interaction. The dialogical structure arises primarily from the sociogenesis of the interplay of teaching and learning processes rather than the mere fact of conducting a discussion. The study included narratives (12 group discussions and 54 individual in-depth interviews) collected in an already completed research that addressed the implementation of the Wroclaw Tutoring Programme between 2008 and 2016 (Krzychała, 2020). Dialogical teaching was not the subject of the study, but in the reflecting interpretation of the interviews, the initially latent polyphonic structure of pedagogical activity became explicitly evident. Two categories of descriptions of tutor-tutee interactions can be distinguished in the data: (1) interactions in the short term, related to working on a specific problem or goal set by the student; (2) relationships developed in the long term, covering the entire school period. In all cases, as will be shown in the presentation, dialogicity is not readymade from the beginning, even when teachers and students are already talking and interacting. A germ form of dialogic teaching emerges when educators experience a tension between their own professional perspective and the revealing perspective of their tutees. The teachers remain aware of the separateness and insufficiency of these perspectives and create space for a new transformative experience: "The dialogic relation of holding two or more perspectives together in tension at the same time always opens up an unbounded space of potential perspectives" (Wegerif, 2007, p. 26). In the 2023/2024 school year, the results of this analysis are tested in a pilot study by two physics and mathematics teachers for designing and evaluating classes.

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