Getting Dialogic Teaching into Classrooms: Making Change Possible. Understanding Teaching-Learning Practice

Autor/inn/en	Sed'ova, Klara; Salamounova, Zuzana; Svaricek, Roman; Sedlacek, Martin
Titel	Getting Dialogic Teaching into Classrooms: Making Change Possible. Understanding Teaching-Learning Practice
Quelle	(2020), (184 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2522-0845
ISBN	978-981-15-9242-3
Schlagwörter	Educational Change; Learning Processes; Teaching Methods; Intervention; Classroom Communication; Classroom Techniques; Educational Improvement; Dialogs (Language); Faculty Development; Teacher Student Relationship; Teacher Attitudes; Teaching Experience; Program Design; Metacognition; Conflict; Program Effectiveness + Suchen Sie Ihr Suchwort? Bildungsreform; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Klassenführung; Teaching improvement; Unterrichtsentwicklung; Dialog; Dialogs; Dialogue; Dialogues; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Programme design; Programmaufbau; Programmplanung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Konflikt
Abstract	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 teachers. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01