Teacher professional development as a means of transforming student classroom talk

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F16%3A00087860" target="_blank" >RIV/00216224:14210/16:00087860 - isvavai.cz</a>
Result on the web
<a href="http://dx.doi.org/10.1016/j.tate.2016.03.005" target="_blank" >http://dx.doi.org/10.1016/j.tate.2016.03.005</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.tate.2016.03.005" target="_blank" >10.1016/j.tate.2016.03.005</a>

Result language
angličtina
Original language name
Teacher professional development as a means of transforming student classroom talk
Original language 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.
Czech name
—
Czech description
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Type
J<sub>x</sub> - Unclassified - Peer-reviewed scientific article (Jimp, Jsc and Jost)
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Project
<a href="/en/project/GA13-23578S" target="_blank" >GA13-23578S: Teacher and pupils in dialogic teaching</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2016
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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