Dialogické struktury ve výukové komunikaci na druhém stupni základní školy

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Title in English Dialogical Structures in Educational Communication in Secondary Schools
Authors

ŠEĎOVÁ Klára ŠVAŘÍČEK Roman MAKOVSKÁ Zuzana ZOUNEK Jiří

Year of publication 2011
Type Article in Periodical
Magazine / Source Pedagogika
MU Faculty or unit

Faculty of Arts

Citation
Field Pedagogy and education
Keywords classroom communication; structure; initiation; reply; feedback;
Description This article examines the structure of educational communication in secondary schools. We are prevalently interested in dialogical structures. Our decision has also been influenced by the percentage representation of the communication structures in the classroom: dialogical structures amount to 48 percent while the teacher’s monological communication only amounts to 13 percent. The rest of all the communication is taken up by explaining organisational matters (23%) and by other structures such as reading, taking notes, presenting etc. The results of the research can be divided into two parts: teacher initiated communication and pupils’ initiated communication. Communication initiated by the teacher is a clear example of the I-R-F structure.
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