Action Research as a Means to Change Classroom Discourse

k 2015

Action Research as a Means to Change Classroom Discourse

ŠVAŘÍČEK, Roman, Klára ŠEĎOVÁ, Martin SEDLÁČEK and Zuzana ŠALAMOUNOVÁ

Basic information

Original name

Action Research as a Means to Change Classroom Discourse

Authors

ŠVAŘÍČEK, Roman (203 Czech Republic, guarantor, belonging to the institution), Klára ŠEĎOVÁ (203 Czech Republic, belonging to the institution), Martin SEDLÁČEK (203 Czech Republic, belonging to the institution) and Zuzana ŠALAMOUNOVÁ (203 Czech Republic, belonging to the institution)

Edition

International Council on Education for Teaching (ICET), 59th World Assembly, Challenging disparities in education, Naruto University of Education, 19.-22. 6. 2015, Tokushima, Japan, 2015

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

50300 5.3 Education

Country of publisher

Japan

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

RIV identification code

RIV/00216224:14210/15:00080868

Organization unit

Faculty of Arts

Keywords in English

classroom discourse; dialogic teaching; action research

Abstract

V originále

In this study, we present an action research project studying classroom discourse that took place at the Department of Educational Sciences at Masaryk University, Faculty of Arts, in Brno, the Czech Republic. The core of this project consisted of a development programme for teachers focused on a change in communication methods in dialogic teaching. We observed four teachers who took part in the programme in 2013/2014. Our goal was to determine how much the participation in the programme led to an actual change in teacherstudent communication in the classroom. The data analysis showed that the participating teachers did actually change their communication methods – there was an increase in the average levels of openness, cognitive demand, length of student replies, and the number of cases when students themselves initiated communication. The data analysis also showed that the process of change is unique for each teacher and there is no unified trajectory.

Links

GA13-23578S, research and development project

Name: Učitel a žáci v dialogickém vyučování

Investor: Czech Science Foundation, Teacher and pupils in dialogic teaching

Citovat

ŠVAŘÍČEK, Roman, Klára ŠEĎOVÁ, Martin SEDLÁČEK and Zuzana ŠALAMOUNOVÁ. Action Research as a Means to Change Classroom Discourse. In International Council on Education for Teaching (ICET), 59th World Assembly, Challenging disparities in education, Naruto University of Education, 19.-22. 6. 2015, Tokushima, Japan. 2015.

@proceedings{1301587,
   author = {Švaříček, Roman and Šeďová, Klára and Sedláček, Martin and Šalamounová, Zuzana},
   booktitle = {International Council on Education for Teaching (ICET), 59th World Assembly, Challenging disparities in education, Naruto University of Education, 19.-22. 6. 2015, Tokushima, Japan},
   keywords = {classroom discourse; dialogic teaching; action research},
   language = {eng},
   title = {Action Research as a Means to Change Classroom Discourse},
   url = {http://2015icet.org/},
   year = {2015}
}

TY  - CONF
ID  - 1301587
AU  - Švaříček, Roman - Šeďová, Klára - Sedláček, Martin - Šalamounová, Zuzana
PY  - 2015
TI  - Action Research as a Means to Change Classroom Discourse
KW  - classroom discourse
KW  - dialogic teaching
KW  - action research
UR  - http://2015icet.org/
N2  - In this study, we present an action research project studying classroom discourse that took place at the Department of Educational Sciences at Masaryk University, Faculty of Arts, in Brno, the Czech Republic. The core of this project consisted of a development programme for teachers focused on a change in communication methods in dialogic teaching. We observed four teachers who took part in the programme in 2013/2014. Our goal was to determine how much the participation in the programme led to an actual change in teacherstudent communication in the classroom. The data analysis showed that the participating teachers did actually change their communication methods – there was an increase in the average levels of openness, cognitive demand, length of student replies, and the number of cases when students themselves initiated communication. The data analysis also showed that the process of change is unique for each teacher and there is no unified trajectory.
ER  -

ŠVAŘÍČEK, Roman, Klára ŠEĎOVÁ, Martin SEDLÁČEK and Zuzana ŠALAMOUNOVÁ. Action Research as a Means to Change Classroom Discourse. In \textit{International Council on Education for Teaching (ICET), 59th World Assembly, Challenging disparities in education, Naruto University of Education, 19.-22. 6. 2015, Tokushima, Japan}. 2015.

Detailed Information on Publication Record