Our Erasmus+ project involves 30 secondary school teachers and teacher-librarians in 3 subjects (L1, English as a Foreign Language, and History) in France, Norway and Spain, supported by researchers at the Universities of Stavanger, Valencia and Lancaster. Although the development of critical thinking skills is often considered important in democratic societies, there is still a lack of empirical projects especially among this age group examining its enhancement in practice. As a community of inquiry we work together on: ‘How can we enhance criticality among pupils (12-15 years) through the improvement of the pupils’ dialogic participation in the classroom and pupils’ metacognitive awareness?’ The project design involved adapting tools including teachers’ logs and pupils’ self-evaluations of dialogic participation, originally developed in a pilot project.

Our presentation will introduce the practices developed in the project including perspectives from teachers in Norway and France. We will share some data and reflections on our challenges. We invite participants to discuss our theoretical perspectives, engage with our instruments, reflect on project activities and look towards the future with us.