Why Do We Have Such Big Ears? To Listen to Teachers Better: Tuning Research Tools to Capture Changes in Teachers' Mindsets and Culture

ŠVAŘÍČEK, Roman. Why Do We Have Such Big Ears? To Listen to Teachers Better: Tuning Research Tools to Capture Changes in Teachers' Mindsets and Culture. In Workshop on Educational Dialogue: Moving thinking forward 2025. University of Cambridge. 2025.

Základní údaje

Originální název

Why Do We Have Such Big Ears? To Listen to Teachers Better: Tuning Research Tools to Capture Changes in Teachers' Mindsets and Culture

Název anglicky

Why Do We Have Such Big Ears? To Listen to Teachers Better: Tuning Research Tools to Capture Changes in Teachers' Mindsets and Culture

Autoři

ŠVAŘÍČEK, Roman

Vydání

Workshop on Educational Dialogue: Moving thinking forward 2025. University of Cambridge, 2025

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Další údaje

Jazyk

čeština

Typ výsledku

Prezentace na konferencích

Obor

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

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ne

Organizační jednotka

Filozofická fakulta

Klíčová slova česky

teacher professional development; classroom discourse

Klíčová slova anglicky

teacher professional development; classroom discourse

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

The presentation examines changes in teachers’ conceptualizations through the analysis of collective classroom dialogue. It shows that even previously silent students can participate meaningfully, and that moments of surprise or dilemma may open opportunities to reframe deficit views of learners. The study highlights the importance of generative orientations and the tensions between teacher narratives and empirical data as a key to understanding professional change.

Anglicky

The presentation examines changes in teachers’ conceptualizations through the analysis of collective classroom dialogue. It shows that even previously silent students can participate meaningfully, and that moments of surprise or dilemma may open opportunities to reframe deficit views of learners. The study highlights the importance of generative orientations and the tensions between teacher narratives and empirical data as a key to understanding professional change.