Getting Dialogic Teaching into Classrooms Making Change Possible
This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher. Participating teachers
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Klára Šeďová Zuzana Šalamounová Roman Švaříček Martin Sedláček
Getting Dialogic Teaching into Classrooms Making Change Possible
Understanding Teaching-Learning Practice Series Editors Robert A. Ellis, Griffith University, Brisbane, QLD, Australia Peter Goodyear, University of Sydney, Sydney, NSW, Australia
This series publishes research on contemporary teaching-learning practices, and in particular, studies that provide evidence of the intertwined relationship between how practice informs research and how the outcomes of research can effectively inform practice. The series publishes studies that make use of diverse methodologies and conceptual framings that foreground real-world practice and trace the connections between teaching, learning activities and experiences, and learning outcomes. Focusing on research that goes beyond disciplinary, sectoral and national borders, the series reflects the following views on understanding teaching-learning practice: • Student learning is central: one cannot understand effective teaching without understanding successful learning. • Evidence of the quality and character of teaching-learning practice is best understood in context; the broader landscape in which it occurs must figure prominently in its analysis. • A real-world application of research outcomes to improve teaching-learning is best informed by a real world analysis of its practice; the challenge lies in completing the circle. • Innovations in learning and teaching practice, including those which involve new technologies, create quality, coherence and sustainability issues, which need to be addressed. The series acknowledges the growing complexity of learning and teaching activities in context and studies the roles of digital and material tools and new spaces in teaching and learning. In doing so, it recognises the increasingly diverse nature of educational work and aims to publish studies combining multiple data sources to create richer, robust, more interpretable, more action-oriented evidence. The ongoing goal of the series is to improve the scholarliness of practice - helping it to be better informed by research - and synergistically, to improve the practical applicability of research designs and outcomes.
More information about this series at http://www.springer.com/series/14356
Klára Šeďová Zuzana Šalamounová Roman Švaříček Martin Sedláček •
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Getting Dialogic Teaching into Classrooms Making Change Possible
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Klára Šeďová Masaryk University Brno, Czech Republic
Zuzana Šalamounová Masaryk University Brno, Czech Republic
Roman Švaříček Masaryk University Brno, Czech Republic
Martin Sedláček Masaryk University Brno, Czech Republic
ISSN 2522-0845 ISSN 2522-0853 (electronic) Understanding Teaching-Learning Practice ISBN 978-981-15-9242-3 ISBN 978-981-15-9243-0 (eBook) https://doi.org/10.1007/978-981-15-9243-0 © Masaryk University 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of transl
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