Podrobný výpis o publikaci

ŠVAŘÍČEK, Roman, Klára ŠEĎOVÁ a Martin SEDLÁČEK. Troubles with Dialogic Teaching. How to Situate Dialogue Back in Classrooms. In European Conference on Educational Research: The Past, Present and Future of Educational Research in Europe, Porto, Portugal, 1-6 September 2014. 2014. 2014.

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Základní údaje
Originální název	Troubles with Dialogic Teaching. How to Situate Dialogue Back in Classrooms.
Název česky	Potíže s dialogickým vyučováním. Jak lze dialogicky vyučovat?
Autoři	ŠVAŘÍČEK, Roman (203 Česká republika, garant, domácí), Klára ŠEĎOVÁ (203 Česká republika, domácí) a Martin SEDLÁČEK (203 Česká republika, domácí).
Vydání	European Conference on Educational Research: The Past, Present and Future of Educational Research in Europe, Porto, Portugal, 1-6 September 2014. 2014. 2014.

Další údaje
Originální jazyk	angličtina
Typ výsledku	Prezentace na konferencích
Obor	50300 5.3 Education
Stát vydavatele	Portugalsko
Utajení	není předmětem státního či obchodního tajemství
Kód RIV	RIV/00216224:14210/14:00074258
Organizační jednotka	Filozofická fakulta
Klíčová slova česky	výuková komunikace; dialogické vyučování; akční výzkum;
Klíčová slova anglicky	Educational communication; dialogic teaching; action research
Štítky	rivok
Příznaky	Mezinárodní význam
Změnil	Změnila: Mgr. Vendula Hromádková, učo 108933. Změněno: 22. 3. 2015 22:12.

Anotace
Classroom discourse has become one of the key topics of educational science. Many authors have a long-term research interest in forms of talk in the classroom and their educational functions.This paper examines dialogic teaching in Czech lower secondary schools and shows whether Czech teachers use forms of dialogic teaching in their practice. It is based on an analysis of empirical data obtained from two successive research projects. The first one, called Communication in the Classroom (2009–2011) and its aim was to describe current state of educational communication in humanities subjects at Czech lower secondary schools. Data were collected through field ethnographic research using the method of video studies (Lefstein, Snell, 2014). This research has shown that Czech teachers are strongly biased in favour of dialogic teaching and consider it an ideal way of educational communication, but their real communication techniques are far from this ideal – teachers ask close questions of low cognitive demandingness; pupils' contributions to the communication are very short; no discussion takes place as the IRF structure (Mehan, 1979) is continuously maintained.

Anotace

Classroom discourse has become one of the key topics of educational science. Many authors have a long-term research interest in forms of talk in the classroom and their educational functions.This paper examines dialogic teaching in Czech lower secondary schools and shows whether Czech teachers use forms of dialogic teaching in their practice. It is based on an analysis of empirical data obtained from two successive research projects. The first one, called Communication in the Classroom (2009–2011) and its aim was to describe current state of educational communication in humanities subjects at Czech lower secondary schools. Data were collected through field ethnographic research using the method of video studies (Lefstein, Snell, 2014). This research has shown that Czech teachers are strongly biased in favour of dialogic teaching and consider it an ideal way of educational communication, but their real communication techniques are far from this ideal – teachers ask close questions of low cognitive demandingness; pupils' contributions to the communication are very short; no discussion takes place as the IRF structure (Mehan, 1979) is continuously maintained.

Návaznosti
GA13-23578S, projekt VaV	Název: Učitel a žáci v dialogickém vyučování
GA13-23578S, projekt VaV	Investor: Grantová agentura ČR, Učitel a žáci v dialogickém vyučování