A case study of a transition to dialogic teaching as a process of gradual change

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ŠEĎOVÁ Klára

Druh Článek v odborném periodiku
Časopis / Zdroj Teaching and Teacher Education
Fakulta / Pracoviště MU

Filozofická fakulta

Citace
WWW http://www.sciencedirect.com/science/article/pii/S0742051X16302074
Doi http://dx.doi.org/10.1016/j.tate.2017.06.018
Obor Pedagogika a školství
Klíčová slova Teacher development programme; Reflective interviews; Change in teaching practices; Dialogic teaching; Classroom discourse
Popis The aim of this case study was to examine a process of gradual change in teaching practices during a development programme on dialogic teaching. The change process was seen to be non-linear. It included stages of regression – caused by a disharmony among the elements of dialogic teaching: indicators, principles and methods – and stages of progress which, on the contrary, came into effect when the partial elements were successfully brought into a harmonious relationship. The reflective interviews played a key role in the process of change, providing a tool for recognising disharmony and for creating a plan to overcome it.
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