Teacher professional development as a means of transforming student classroom talk

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Teacher professional development as a means of transforming student classroom talk

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Teacher professional development as a means of transforming student classroom talk

Popis výsledku anglicky

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.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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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

2016

Kód důvěrnosti údajů

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

Název periodika

Teaching and Teacher Education

ISSN

0742-051X

e-ISSN

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Svazek periodika

57

Číslo periodika v rámci svazku

July

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

12

Strana od-do

14-25

Kód UT WoS článku

000376713800002

EID výsledku v databázi Scopus

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