How many are talking? The role of collectivity in dialogic teaching

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F17%3A00095027" target="_blank" >RIV/00216224:14210/17:00095027 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.ijer.2017.07.001" target="_blank" >http://dx.doi.org/10.1016/j.ijer.2017.07.001</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.ijer.2017.07.001" target="_blank" >10.1016/j.ijer.2017.07.001</a>

Jazyk výsledku

angličtina

Název v původním jazyce

How many are talking? The role of collectivity in dialogic teaching

Popis výsledku v původním jazyce

This study deals with the impact of a teacher development program focused on the implementation of dialogic teaching practice. The participants were eight Czech teachers in lower secondary schools and their classes. An analysis of video recordings of their lessons made during a one-year action research program revealed that classroom discourse had changed. Students had started to participate in a more productive way, which led to an increase in complex student talk characterized by thought and reasoning. In this study, we pose the question whether there is a relationship between the quality of student talk and the number of students participating in classroom discourse. Our analysis shows that the greater the number of students who participate in communication, the higher the probability that elaborated student talk with thought and reasoning will occur. However, this relationship is not a direct one; it is induced by a mediating variable constituted by the duration of open discussion.

Název v anglickém jazyce

How many are talking? The role of collectivity in dialogic teaching

Popis výsledku anglicky

This study deals with the impact of a teacher development program focused on the implementation of dialogic teaching practice. The participants were eight Czech teachers in lower secondary schools and their classes. An analysis of video recordings of their lessons made during a one-year action research program revealed that classroom discourse had changed. Students had started to participate in a more productive way, which led to an increase in complex student talk characterized by thought and reasoning. In this study, we pose the question whether there is a relationship between the quality of student talk and the number of students participating in classroom discourse. Our analysis shows that the greater the number of students who participate in communication, the higher the probability that elaborated student talk with thought and reasoning will occur. However, this relationship is not a direct one; it is induced by a mediating variable constituted by the duration of open discussion.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

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

Projekt

<a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</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

International Journal of Educational Research

ISSN

0883-0355

e-ISSN

—

Svazek periodika

85

Číslo periodika v rámci svazku

2017

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

10

Strana od-do

99-108

Kód UT WoS článku

000412039400009

EID výsledku v databázi Scopus

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