Teacher professional development as a means of transforming student classroom talk
| Authors | |
|---|---|
| Year of publication | 2016 |
| Type | Article in Periodical |
| Magazine / Source | Teaching and Teacher Education |
| MU Faculty or unit | |
| Citation | |
| Web | Full text |
| Doi | http://dx.doi.org/10.1016/j.tate.2016.03.005 |
| Field | Pedagogy and education |
| Keywords | Teacher development programme; Dialogic teaching; Student talk; Open discussion; Teacher questions; Uptake; Action research |
| Description | This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers' open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk with reasoning, attributed to changes in teacher communication behaviour. The participants were eight Czech teachers in lower secondary schools who took part in a one-year action research teacher development programme. |
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