ŠVAŘÍČEK, Roman. Improving Teacher Feedback In Dialogic Education. In International Council on Education for Teaching (ICET), 60th ICET World Assembly. The University of the West Indies Kingston, Jamaica, 18.-21.6.2016. 2016. 2016.
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Basic information
Original name Improving Teacher Feedback In Dialogic Education
Authors ŠVAŘÍČEK, Roman.
Edition International Council on Education for Teaching (ICET), 60th ICET World Assembly. The University of the West Indies Kingston, Jamaica, 18.-21.6.2016. 2016. 2016.
Other information
Original language English
Type of outcome Presentations at conferences
Field of Study 50300 5.3 Education
Country of publisher Jamaica
Confidentiality degree is not subject to a state or trade secret
Organization unit Faculty of Arts
Changed by Changed by: Mgr. Roman Švaříček, Ph.D., učo 12302. Changed: 27/7/2016 15:01.
Abstract
The aim of this study is to describe a change of teacher feedback as an effect of a teacher’s participation in a development program that was a part of an action research project. The chapter is based on data from my research projects focused on introducing dialogical methods (in particular, feedback) into the teaching of humanities classes at lower secondary schools, and it shows that teachers take three steps to improve their feedback: asking appropriate open questions of high cognitive demand, providing support (scaffolding), and using a lesson aim as an important limit in a discussion with students. Based on a change of teacher feedback in the process of participative action research, we propose a new model capturing the process of teacher change. In this model, a video recording becomes the key to establishing a trustworthy teacher-researcher relationship.
Links
GA13-23578S, research and development projectName: Učitel a žáci v dialogickém vyučování
Investor: Czech Science Foundation, Teacher and pupils in dialogic teaching
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