Getting Dialogic Teaching into Classrooms. Making Change
Possible

B 2020

Getting Dialogic Teaching into Classrooms. Making Change Possible

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

Basic information

Original name

Getting Dialogic Teaching into Classrooms. Making Change Possible

Authors

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

Edition

Heidelberg, 184 pp. Understanding Teaching-Learning Practice, 2020

Publisher

Springer

Other information

Language

English

Type of outcome

Odborná kniha

Field of Study

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

Country of publisher

Germany

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

printed version "print"

References:

SPRINGER

RIV identification code

RIV/00216224:14210/20:00114376

Organization unit

Faculty of Arts

ISBN

978-981-15-9242-3

DOI

http://dx.doi.org/10.1007/978-981-15-9243-0

Keywords in English

dialogic teaching; classroom intervention; teacher professional development; dialogic teaching

Abstract

V originále

This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in their classrooms. The data shows that teachers were able to change their talk and interaction patterns, and this was followed by a desirable change in their students who started to talk more and expressed more complex thoughts. The book not only reports on a successful intervention, but most importantly investigates in depth the teacher experiences and ways of learning during the intervention project.

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

ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK and Martin SEDLÁČEK. Getting Dialogic Teaching into Classrooms. Making Change Possible. Heidelberg: Springer, 2020, 184 pp. Understanding Teaching-Learning Practice. ISBN 978-981-15-9242-3. Available from: https://dx.doi.org/10.1007/978-981-15-9243-0.

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   author = {Šeďová, Klára and Šalamounová, Zuzana and Švaříček, Roman and Sedláček, Martin},
   address = {Heidelberg},
   doi = {http://dx.doi.org/10.1007/978-981-15-9243-0},
   keywords = {dialogic teaching; classroom intervention; teacher professional development; dialogic teaching},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Heidelberg},
   isbn = {978-981-15-9242-3},
   publisher = {Springer},
   title = {Getting Dialogic Teaching into Classrooms. Making Change Possible},
   url = {https://www.springer.com/gp/book/9789811592423#aboutBook},
   year = {2020}
}

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AU  - Šeďová, Klára - Šalamounová, Zuzana - Švaříček, Roman - Sedláček, Martin
PY  - 2020
TI  - Getting Dialogic Teaching into Classrooms. Making Change Possible
VL  - Understanding Teaching-Learning Practice
PB  - Springer
CY  - Heidelberg
SN  - 9789811592423
KW  - dialogic teaching
KW  - classroom intervention
KW  - teacher professional development
KW  - dialogic teaching
UR  - https://www.springer.com/gp/book/9789811592423#aboutBook
L2  - https://www.springer.com/gp/book/9789811592423#aboutBook
N2  - This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in their classrooms. The data shows that teachers were able to change their talk and interaction patterns, and this was followed by a desirable change in their students who started to talk more and expressed more complex thoughts. The book not only reports on a successful intervention, but most importantly investigates in depth the teacher experiences and ways of learning during the intervention project.
ER  -

ŠEĎOVÁ, Klára, Zuzana ŠALAMOUNOVÁ, Roman ŠVAŘÍČEK and Martin SEDLÁČEK. \textit{Getting Dialogic Teaching into Classrooms. Making Change Possible}. Heidelberg: Springer, 2020, 184 pp. Understanding Teaching-Learning Practice. ISBN~978-981-15-9242-3. Available from: https://dx.doi.org/10.1007/978-981-15-9243-0.

Detailed Information on Publication Record