Detailed Information on Publication Record
2014
Troubles with dialogic teaching
ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ and Roman ŠVAŘÍČEKBasic information
Original name
Troubles with dialogic teaching
Authors
ŠEĎOVÁ, Klára (203 Czech Republic, belonging to the institution), Zuzana ŠALAMOUNOVÁ (203 Czech Republic, belonging to the institution) and Roman ŠVAŘÍČEK (203 Czech Republic, guarantor, belonging to the institution)
Edition
Learning, Culture and Social Interaction, 2014, 2210-6561
Other information
Language
English
Type of outcome
Článek v odborném periodiku
Field of Study
50300 5.3 Education
Country of publisher
Netherlands
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
Impact factor
Impact factor: 0.783
RIV identification code
RIV/00216224:14210/14:00073609
Organization unit
Faculty of Arts
UT WoS
000345732100004
Keywords in English
Dialogic teaching; Discussion; Dialogue; Argumentation; Semantic noise
Tags
Tags
International impact, Reviewed
Změněno: 19/4/2024 12:21, Mgr. Michal Petr
Abstract
V originále
This paper examines dialogic teaching in Czech lower secondary schools and shows how Czech teachers use forms of dialogic teaching in their practice. We understand dialogic teaching as a method that harnesses communication and students’ work with language to promote their activity, deepen their thinking and enrich their understanding (Alexander, 2006). Yet, although Czech teachers praise the benefits of dialogic teaching, they are not capable of fully implementing its forms in their teaching. This paper identifies the basic deficits that accompany attempts at dialogic teaching. These are insufficient emphasis on rational argumentation and semantic noise. The paper concludes by suggesting that it is necessary to further develop the concept of dialogic teaching so that it can be incorporated into everyday teaching.
Links
| GA13-23578S, research and development project |
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