ŠVAŘÍČEK, Roman, Klára ŠEĎOVÁ and 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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Basic information
Original name Troubles with Dialogic Teaching. How to Situate Dialogue Back in Classrooms.
Name in Czech Potíže s dialogickým vyučováním. Jak lze dialogicky vyučovat?
Authors ŠVAŘÍČEK, Roman (203 Czech Republic, guarantor, belonging to the institution), Klára ŠEĎOVÁ (203 Czech Republic, belonging to the institution) and Martin SEDLÁČEK (203 Czech Republic, belonging to the institution).
Edition European Conference on Educational Research: The Past, Present and Future of Educational Research in Europe, Porto, Portugal, 1-6 September 2014. 2014. 2014.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50300 5.3 Education
Country of publisher Portugal
Confidentiality degree is not subject to a state or trade secret
RIV identification code RIV/00216224:14210/14:00074258
Organization unit Faculty of Arts
Keywords (in Czech) výuková komunikace; dialogické vyučování; akční výzkum;
Keywords in English Educational communication; dialogic teaching; action research
Tags rivok
Tags International impact
Changed by Changed by: Mgr. Vendula Hromádková, učo 108933. Changed: 22/3/2015 22:12.
Abstract
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.
Links
GA13-23578S, research and development projectName: Učitel a žáci v dialogickém vyučování
Investor: Czech Science Foundation, Standard Projects
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