Troubles with dialogic teaching

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F14%3A00073609" target="_blank" >RIV/00216224:14210/14:00073609 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.sciencedirect.com/science/article/pii/S2210656114000336" target="_blank" >http://www.sciencedirect.com/science/article/pii/S2210656114000336</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.lcsi.2014.04.001" target="_blank" >10.1016/j.lcsi.2014.04.001</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Troubles with dialogic teaching

Popis výsledku v původním jazyce

This paper examines dialogic teaching in Czech lower secondary schools and shows how Czech teachers use forms of dialogic teaching in their practice. We understand dialogic teaching as a method that harnesses communication and students’ work with language to promote their activity, deepen their thinking and enrich their understanding (Alexander, 2006). Yet, although Czech teachers praise the benefits of dialogic teaching, they are not capable of fully implementing its forms in their teaching. This paper identifies the basic deficits that accompany attempts at dialogic teaching. These are insufficient emphasis on rational argumentation and semantic noise. The paper concludes by suggesting that it is necessary to further develop the concept of dialogic teaching so that it can be incorporated into everyday teaching.

Název v anglickém jazyce

Troubles with dialogic teaching

Popis výsledku anglicky

This paper examines dialogic teaching in Czech lower secondary schools and shows how Czech teachers use forms of dialogic teaching in their practice. We understand dialogic teaching as a method that harnesses communication and students’ work with language to promote their activity, deepen their thinking and enrich their understanding (Alexander, 2006). Yet, although Czech teachers praise the benefits of dialogic teaching, they are not capable of fully implementing its forms in their teaching. This paper identifies the basic deficits that accompany attempts at dialogic teaching. These are insufficient emphasis on rational argumentation and semantic noise. The paper concludes by suggesting that it is necessary to further develop the concept of dialogic teaching so that it can be incorporated into everyday teaching.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50300 - Education

Projekt

<a href="/cs/project/GA13-23578S" target="_blank" >GA13-23578S: Učitel a žáci v dialogickém vyučování</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Learning, Culture and Social Interaction

ISSN

2210-6561

e-ISSN

—

Svazek periodika

3

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

12

Strana od-do

274-285

Kód UT WoS článku

000345732100004

EID výsledku v databázi Scopus

2-s2.0-84911969123