How many are talking? The role of collectivity in dialogic
teaching

J 2017

How many are talking? The role of collectivity in dialogic teaching

SEDLÁČEK, Martin a Klára ŠEĎOVÁ

Základní údaje

Originální název

How many are talking? The role of collectivity in dialogic teaching

Autoři

SEDLÁČEK, Martin (203 Česká republika, garant, domácí) a Klára ŠEĎOVÁ (203 Česká republika, domácí)

Vydání

International Journal of Educational Research, 2017, 0883-0355

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Nizozemské království

Utajení

není předmětem státního či obchodního tajemství

Impakt faktor

Impact factor: 1.138

Kód RIV

RIV/00216224:14210/17:00095027

Organizační jednotka

Filozofická fakulta

DOI

http://dx.doi.org/10.1016/j.ijer.2017.07.001

UT WoS

000412039400009

Klíčová slova anglicky

Dialogic teaching; Collectivity; Productive participation; Student talk; Open discussion

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 5. 4. 2018 12:21, doc. Mgr. Martin Sedláček, Ph.D.

Anotace

V originále

This study deals with the impact of a teacher development program focused on the implementation of dialogic teaching practice. The participants were eight Czech teachers in lower secondary schools and their classes. An analysis of video recordings of their lessons made during a one-year action research program revealed that classroom discourse had changed. Students had started to participate in a more productive way, which led to an increase in complex student talk characterized by thought and reasoning. In this study, we pose the question whether there is a relationship between the quality of student talk and the number of students participating in classroom discourse. Our analysis shows that the greater the number of students who participate in communication, the higher the probability that elaborated student talk with thought and reasoning will occur. However, this relationship is not a direct one; it is induced by a mediating variable constituted by the duration of open discussion.

Návaznosti

GA17-03643S, projekt VaV

Název: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Grantová agentura ČR, Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Citovat

SEDLÁČEK, Martin a Klára ŠEĎOVÁ. How many are talking? The role of collectivity in dialogic teaching. International Journal of Educational Research. 2017, roč. 85, č. 2017, s. 99-108. ISSN 0883-0355. Dostupné z: https://dx.doi.org/10.1016/j.ijer.2017.07.001.

@article{1391475,
   author = {Sedláček, Martin and Šeďová, Klára},
   article_number = {2017},
   doi = {http://dx.doi.org/10.1016/j.ijer.2017.07.001},
   keywords = {Dialogic teaching; Collectivity; Productive participation; Student talk; Open discussion},
   language = {eng},
   issn = {0883-0355},
   journal = {International Journal of Educational Research},
   title = {How many are talking? The role of collectivity in dialogic teaching},
   volume = {85},
   year = {2017}
}

TY  - JOUR
ID  - 1391475
AU  - Sedláček, Martin - Šeďová, Klára
PY  - 2017
TI  - How many are talking? The role of collectivity in dialogic teaching
JF  - International Journal of Educational Research
VL  - 85
IS  - 2017
SP  - 99-108
EP  - 99-108
SN  - 08830355
KW  - Dialogic teaching
KW  - Collectivity
KW  - Productive participation
KW  - Student talk
KW  - Open discussion
N2  - This study deals with the impact of a teacher development program focused on the implementation of dialogic teaching practice. The participants were eight Czech teachers in lower secondary schools and their classes. An analysis of video recordings of their lessons made during a one-year action research program revealed that classroom discourse had changed. Students had started to participate in a more productive way, which led to an increase in complex student talk characterized by thought and reasoning. In this study, we pose the question whether there is a relationship between the quality of student talk and the number of students participating in classroom discourse. Our analysis shows that the greater the number of students who participate in communication, the higher the probability that elaborated student talk with thought and reasoning will occur. However, this relationship is not a direct one; it is induced by a mediating variable constituted by the duration of open discussion.
ER  -

SEDLÁČEK, Martin a Klára ŠEĎOVÁ. How many are talking? The role of collectivity in dialogic teaching. \textit{International Journal of Educational Research}. 2017, roč.~85, č.~2017, s.~99-108. ISSN~0883-0355. Dostupné z: https://dx.doi.org/10.1016/j.ijer.2017.07.001.

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