On the path to dialogic teaching: Learnings from action research

Authors

ŠEĎOVÁ Klára ŠVAŘÍČEK Roman

Year of publication 2017
Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Citation
Description The paper summarizes the results of an action research project focused on the implementation of dialogic teaching practice. The participants were eight Czech teachers in lower secondary schools who took part in a one-year intensive teacher development programme. Dialogic teaching is based on the thesis that spoken language should play a central role in teaching, since it provides an opportunity to influence students’ thought processes through their involvement in classroom discourse. The participating teachers attended workshops centred on the indicators and principles of dialogic teaching. A series of nine video recordings of lessons were made for each participant, aimed at analysing whether any gradual change in classroom discourse may be identified. Video-stimulated reflective interviews were conducted in between individual lessons. An analysis of data from the video recordings revealed that the teachers and their classes underwent transformation towards dialogic teaching. At the same time, it showed that the process of change was non- linear. It included stages of regression and stages of progress. Data from reflective interviews demonstrate that these interviews played a key role in the process of change, since they became a vehicle for overcoming the regression and directing the change.
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