| ŠEĎOVÁ, Klára. Transforming teacher behaviour to increase student participation in classroom discourse. Teacher Development : An international journal of teachers' professional development. Taylor&Francis, 2017, vol. 21, No 2, p. 225-242. ISSN 1366-4530. Available from: https://dx.doi.org/10.1080/13664530.2016.1224775. |
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@article{1371962,
author = {Šeďová, Klára},
article_number = {2},
doi = {http://dx.doi.org/10.1080/13664530.2016.1224775},
keywords = {teacher professional development; classroom discourse; student participation; action research},
language = {eng},
issn = {1366-4530},
journal = {Teacher Development : An international journal of teachers' professional development},
title = {Transforming teacher behaviour to increase student participation in classroom discourse},
url = {http://www.tandfonline.com/doi/full/10.1080/13664530.2016.1224775},
volume = {21},
year = {2017}
}
TY - JOUR
ID - 1371962
AU - Šeďová, Klára
PY - 2017
TI - Transforming teacher behaviour to increase student participation in classroom discourse
JF - Teacher Development : An international journal of teachers' professional development
VL - 21
IS - 2
SP - 225-242
EP - 225-242
PB - Taylor&Francis
SN - 13664530
KW - teacher professional development
KW - classroom discourse
KW - student participation
KW - action research
UR - http://www.tandfonline.com/doi/full/10.1080/13664530.2016.1224775
L2 - http://www.tandfonline.com/doi/full/10.1080/13664530.2016.1224775
N2 - This article draws on data from an action research project carried out in a lower secondary school environment in the Czech Republic. The project involved the implementation of a teacher professional development programme aimed at transforming teacher–student communication and reinforcing opportunities for student participation in classroom discourse. This article presents a description of a case study of transformation, in which a female teacher implemented triadic interaction, a communication structure in which students respond to each other immediately. The discussion shows that the processes involved in implementing triadic interaction in a classroom are not straightforward and entail overcoming certain dilemmas and harmonizing the teacher’s personal goals with goals set by the researchers. It also reveals that the process of transformation may cause temporary emotional distress in teachers as they abandon their habitual methods but that emotional tensions and dilemmas can be overcome by reflective discussion between teachers and researchers.
ER -
ŠEĎOVÁ, Klára. Transforming teacher behaviour to increase student participation in classroom discourse. \textit{Teacher Development : An international journal of teachers' professional development}. Taylor\&{}Francis, 2017, vol.~21, No~2, p.~225-242. ISSN~1366-4530. Available from: https://dx.doi.org/10.1080/13664530.2016.1224775.
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