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Teacher professional development as a means of transforming student classroom talk

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ŠEĎOVÁ Klára SEDLÁČEK Martin ŠVAŘÍČEK Roman

Druh Článek v odborném periodiku
Časopis / Zdroj Teaching and Teacher Education
Fakulta / Pracoviště MU

Filozofická fakulta

Citace
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Doi http://dx.doi.org/10.1016/j.tate.2016.03.005
Obor Pedagogika a školství
Klíčová slova Teacher development programme; Dialogic teaching; Student talk; Open discussion; Teacher questions; Uptake; Action research
Popis 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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