Kolektivita a účelnost v dialogickém vyučování

Title in English Collectivity and Purposefulness in Dialogic Teaching


Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Description We conducted an action research project focused on changing communication behaviour of lower-secondary level teachers towards dialogic teaching. Qualitative analysis of dialogic indicators clearly showed that the project succeeded in facilitating a change in observable parameters of classroom discourse. Most significantly, the amount of elaborate student talk with reasoning rose (see Šeďová et al., 2016). The aim of this paper is to explore whether there were any parallel changes in teaching communication in the classes examined in terms of collectivity (i.e. the number of students participating in communication) and purposefulness (i.e. links to the curriculum and teacher's educational goals).
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