Troubles with Dialogic Teaching. How to Situate Dialogue Back
in Classrooms.

k 2014

Troubles with Dialogic Teaching. How to Situate Dialogue Back in Classrooms.

ŠVAŘÍČEK, Roman, Klára ŠEĎOVÁ a Martin SEDLÁČEK

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

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

Změněno: 22. 3. 2015 22:12, Mgr. Vendula Hromádková

Anotace

V originále

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

Investor: Grantová agentura ČR, Učitel a žáci v dialogickém vyučování

Citovat

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.

@proceedings{1214867,
   author = {Švaříček, Roman and Šeďová, Klára and Sedláček, Martin},
   booktitle = {European Conference on Educational Research: The Past, Present and Future of Educational Research in Europe, Porto, Portugal, 1-6 September 2014. 2014.},
   keywords = {Educational communication; dialogic teaching; action research},
   language = {eng},
   title = {Troubles with Dialogic Teaching. How to Situate Dialogue Back in Classrooms.},
   year = {2014}
}

TY  - CONF
ID  - 1214867
AU  - Švaříček, Roman - Šeďová, Klára - Sedláček, Martin
PY  - 2014
TI  - Troubles with Dialogic Teaching. How to Situate Dialogue Back in Classrooms.
KW  - Educational communication
KW  - dialogic teaching
KW  - action research
N2  - 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.
ER  -

ŠVAŘÍČEK, Roman, Klára ŠEĎOVÁ a Martin SEDLÁČEK. Troubles with Dialogic Teaching. How to Situate Dialogue Back in Classrooms. In \textit{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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