Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F21%3A00119157" target="_blank" >RIV/00216224:14210/21:00119157 - isvavai.cz</a>

Výsledek na webu

<a href="https://dpj.pitt.edu/ojs/dpj1/article/view/423" target="_blank" >https://dpj.pitt.edu/ojs/dpj1/article/view/423</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5195/dpj.2021.423" target="_blank" >10.5195/dpj.2021.423</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

Popis výsledku v původním jazyce

This study deals with the question of whether a change in classroom discourse implemented through teacher professional development (TPD) is sustainable over time. I studied one teacher’s practices and thinking three years after completing a TPD programme focused on dialogic teaching. The data were collected through interviews with the teacher and video recordings of her lessons. The data showed that the teacher continued with dialogic teaching, but she appropriated and modified the concept of dialogic teaching to serve her own needs and preferences. The way the teacher overcame obstacles to sustaining the implemented change is discussed in the study.

Název v anglickém jazyce

Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme

Popis výsledku anglicky

This study deals with the question of whether a change in classroom discourse implemented through teacher professional development (TPD) is sustainable over time. I studied one teacher’s practices and thinking three years after completing a TPD programme focused on dialogic teaching. The data were collected through interviews with the teacher and video recordings of her lessons. The data showed that the teacher continued with dialogic teaching, but she appropriated and modified the concept of dialogic teaching to serve her own needs and preferences. The way the teacher overcame obstacles to sustaining the implemented change is discussed in the study.

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/GA21-16021S" target="_blank" >GA21-16021S: Kolektivita v dialogickém vyučování: Intervenční studie</a><br>

Návaznosti

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

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Dialogic Pedagogy: An International Online Journal

ISSN

2325-3290

e-ISSN

2325-3290

Svazek periodika

9

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

23

Strana od-do

37-59

Kód UT WoS článku

000715926900005

EID výsledku v databázi Scopus

2-s2.0-85112840008