Transforming teacher behaviour to increase student participation in classroom discourse

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F17%3A00094629" target="_blank" >RIV/00216224:14210/17:00094629 - isvavai.cz</a>

Výsledek na webu

<a href="http://www.tandfonline.com/doi/full/10.1080/13664530.2016.1224775" target="_blank" >http://www.tandfonline.com/doi/full/10.1080/13664530.2016.1224775</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13664530.2016.1224775" target="_blank" >10.1080/13664530.2016.1224775</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Transforming teacher behaviour to increase student participation in classroom discourse

Popis výsledku v původním jazyce

This article draws on data from an action research project carried out in a lower secondary school environment in the Czech Republic. The project involved the implementation of a teacher professional development programme aimed at transforming teacher–student communication and reinforcing opportunities for student participation in classroom discourse. This article presents a description of a case study of transformation, in which a female teacher implemented triadic interaction, a communication structure in which students respond to each other immediately. The discussion shows that the processes involved in implementing triadic interaction in a classroom are not straightforward and entail overcoming certain dilemmas and harmonizing the teacher’s personal goals with goals set by the researchers. It also reveals that the process of transformation may cause temporary emotional distress in teachers as they abandon their habitual methods but that emotional tensions and dilemmas can be overcome by reflective discussion between teachers and researchers.

Název v anglickém jazyce

Transforming teacher behaviour to increase student participation in classroom discourse

Popis výsledku anglicky

This article draws on data from an action research project carried out in a lower secondary school environment in the Czech Republic. The project involved the implementation of a teacher professional development programme aimed at transforming teacher–student communication and reinforcing opportunities for student participation in classroom discourse. This article presents a description of a case study of transformation, in which a female teacher implemented triadic interaction, a communication structure in which students respond to each other immediately. The discussion shows that the processes involved in implementing triadic interaction in a classroom are not straightforward and entail overcoming certain dilemmas and harmonizing the teacher’s personal goals with goals set by the researchers. It also reveals that the process of transformation may cause temporary emotional distress in teachers as they abandon their habitual methods but that emotional tensions and dilemmas can be overcome by reflective discussion between teachers and researchers.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

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

2017

Kód důvěrnosti údajů

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

Název periodika

Teacher Development : An international journal of teachers' professional development

ISSN

1366-4530

e-ISSN

1747-5120

Svazek periodika

21

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

225-242

Kód UT WoS článku

000396707900004

EID výsledku v databázi Scopus

2-s2.0-84984688910