Overview
- Presents a successful model teacher development programme focused on changing teacher practices
- Includes detailed descriptions of how teachers can change their everyday teaching practices to implement dialogic teaching
- Demonstrates how changes in teaching can have immediate impacts on student behaviour
Part of the book series: Understanding Teaching-Learning Practice (UTLP)
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Table of contents (8 chapters)
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Front Matter
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Back Matter
Keywords
- dialogic teaching
- classroom intervention
- teacher professional development
- classroom talk
- changing teaching practices
- dialogic teaching and student behaviour
- action research in changing classroom discourse
- teaching and communication practices
- teachers' communication behaviour
- learning and instruction
About this book
The book reports the results of intervention research based on professional development program for teacher. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in their classrooms. The data shows that teachers were able to change their talk and interaction patterns, and this was followed by a desirable change in their students who started to talk more and expressed more complex thoughts.
The book not only reports on a successful intervention, but most importantly investigates in depth the teacher experiences and ways of learning during the intervention project.
Authors and Affiliations
About the authors
Dr. Roman Švaříček is a Senior Lecturer in the Department of Educational Sciences, Faculty of Arts, Masaryk University, Czech Republic. His research interests are around classroom discourse, dialogic teaching, teacher identity and teacher professional development. He has co-published several academic books in Czech and also articles in international journals. He lectures on Philosophy of Education, Educational Theories and Qualitative Research. He is a member of the university’s Ethics Committee focused on the quality of research, and a member of the Experimental Humanities Laboratory’s Board focused on improving innovation and understanding of human interaction. He is further involved in the university’s Centre for the Development of Pedagogical Competencies.
Dr. Zuzana Šalamounová is a Senior Lecturer in the Department of Educational Sciences, Faculty of Arts, Masaryk University, Czech Republic. Her research interest focuses on classroom discourse, social networks in educational processes and teacher professional development. She is responsible for the direction of didactics in Secondary School Teacher Training Programmes.
Dr. Martin Sedláček is a Senior Lecturer in the Department of Educational Sciences, Faculty of Arts, Masaryk University, Czech Republic. His research interests are around dialogic teaching, student engagement, and educational leadership and management. He lectures on Statistical Analysis, Quantitative Research and Management of Education Processes. He is an expert in academic statistics in Education.
Bibliographic Information
Book Title: Getting Dialogic Teaching into Classrooms
Book Subtitle: Making Change Possible
Authors: Klára Šeďová, Zuzana Šalamounová, Roman Švaříček, Martin Sedláček
Series Title: Understanding Teaching-Learning Practice
DOI: https://doi.org/10.1007/978-981-15-9243-0
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Masaryk University 2020
Hardcover ISBN: 978-981-15-9242-3Published: 20 October 2020
Softcover ISBN: 978-981-15-9245-4Published: 21 October 2021
eBook ISBN: 978-981-15-9243-0Published: 19 October 2020
Series ISSN: 2522-0845
Series E-ISSN: 2522-0853
Edition Number: 1
Number of Pages: VIII, 184
Number of Illustrations: 1 b/w illustrations
Topics: Teaching and Teacher Education, Learning & Instruction, Professional & Vocational Education, Research Methods in Education