While prior research has established the benefits of dialogic teaching-and-learning practices, their widespread school implementation has proven challenging. How might research on dialogic education help teachers enrich their everyday practices? In this article, we adapt and apply an established conceptual framework to previously published research on innovation and teacher professionalization in Mexican primary schools. The framework accounts for the relationship between the level of implementation of educational change toward dialogic practices and the level of appropriation of these practices by teachers, students, and institutions. The level of implementation can be additive, assimilative, or systemic, according to the nature and extent of the desired change. This framework provides guidance to transform the fabric of traditional classroom practices into more dialogic interactive styles by opening, widening, and deepening spaces for dialogue, in which children's learning is centerstage and teachers participate actively as co-designers of change, with institutional support.