Detailed Information on Publication Record
2012
Komunikace ve školní třídě
ŠEĎOVÁ, Klára, Roman ŠVAŘÍČEK and Zuzana ŠALAMOUNOVÁBasic information
Original name
Komunikace ve školní třídě
Name (in English)
Communication in classroom
Authors
ŠEĎOVÁ, Klára (203 Czech Republic, belonging to the institution), Roman ŠVAŘÍČEK (203 Czech Republic, guarantor, belonging to the institution) and Zuzana ŠALAMOUNOVÁ (203 Czech Republic, belonging to the institution)
Edition
Vyd. 1. Praha, 293 pp. 2012
Publisher
Portál
Other information
Language
Czech
Type of outcome
Odborná kniha
Field of Study
50300 5.3 Education
Country of publisher
Czech Republic
Confidentiality degree
není předmětem státního či obchodního tajemství
Publication form
printed version "print"
RIV identification code
RIV/00216224:14210/12:00057269
Organization unit
Faculty of Arts
ISBN
978-80-262-0085-7
Keywords in English
educational comunication; classroom; qualitative research
Tags
Tags
Reviewed
Změněno: 18/11/2014 11:44, prof. Mgr. Klára Šeďová, Ph.D.
V originále
Kniha nabízí aktuální informace o tom, jak probíhá komunikace mezi učitelem a žáky. Tyto informace jsou čerpány z originálního výzkumu autorského týmu, který zahrnoval dlouhodobé pozorování a videonahrávky vyučovacích hodin různých učitelů druhého stupně základní školy. Kniha tak přináší řadu příkladů ze školní praxe, umožňuje vytvořit si živou představu o tom, jak komunikace ve školní třídě reálně probíhá. Detailně se zaobírá například povahou učitelských otázek a zpětné vazby, kterou učitelé žákům poskytují. Rovněž upozorňuje na skutečnost, že komunikace ve školní třídě se netýká pouze vyučovacích obsahů, ale podílí se také na utváření vztahů mezi učitelem a žáky, jako je náklonnost a respekt či naopak antipatie a despekt. V závěrečné kapitole je prezentována koncepce dialogického vyučování jako ideálního modelu pedagogické komunikace a jsou hledány způsoby, které by českým učitelům mohly pomoci se tomuto modelu přiblížit.
In English
The aim of this monograph is to examine educational communication between teachers and pupils in Czech secondary schools. The monograph is based on empirical research done by the authors, who observed and video-recorded 16 different teachers teaching real classes. In-depth interviews with the teachers as well as pupil questionnaires were used as supplementary data collection methods. The study resulted in the following conclusions: 1. Educational communication is strongly dominated by teachers. Their talking time amounts to three quarters of the overall taking time. Pupils have their say relatively often, yet their responses are very short. 2. Classroom communication is interactive, which means that the communication participants take turns. However, the structure of classroom communication is largely predefined. The vast majority of communication sequences are initiated by the teacher, then followed by the pupil's response, and finished by the teacher's feedback. 3. There are communication sequences which are initiated by pupils, yet their content is usually only related to organisational matters. Teachers react to comments and questions related to the subject matters both positively and negatively. Pupils' questions which propose a different understanding of the subject matter from the teacher's one are usually commented on negatively. 4. Teachers tend to ask closed-ended questions of lower cognitive order. By doing so they test the factual knowledge that pupils should learn by heart. However, teachers' questions are very important as they directly influence the pupils' learning experience. This is caused by the fact that the level of cognitive demand of pupils' responses corresponds to the level of teachers' questions. 5. While pupils attempt to answer teachers' questions correctly, they develop a number of strategies that allow them to do so even without knowing the necessary information. 6. The teacher's feedback does not provide enough evaluating information; its role is to steer communication rather than comment on pupils' performances. Pupils' answers are only distinguished as either correct or incorrect, and pupils' answers to open-ended questions are not evaluated at all. 7. Teachers are very interested in developing a dialogue with pupils. Teachers believe that it is an optimal method which guarantees effective teaching. 8. Dialogical forms that appear in communication suffer from a lack of emphasis being placed on rational argumentation. Also, communication forms are affected by the presence of semantic noise (i.e. a situation where teachers and pupils use the same terms but give them different meanings). 9. Teachers use communication to control their relationships with pupils. The most common configuration for these relationships involves power play where the teacher is authoritarian and pupils feel distanced from the teacher's request. A distinct symbiosis exists between power play and meticulous preservation of the I-R-F structure.
Links
| GA406/09/0752, research and development project |
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