Dialogické vyučování jako realizace produktivní kultury vyučování a učení v literární výchově: jak iniciovat a udržet změnu

Šeďová, Klára; Šalamounová, Zuzana

doi:10.14712/23363177.2017.2

Cited by 6 publications

(1 citation statement)

References 26 publications

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“…For the pupils, it is basically a definition of themselves; they accept such definitions as their own and they adjust their behaviour accordingly. Other researches react to this situation Šeďová & Šalamounová, 2016) and specify that patterns of pupils' participation are influenced by the teacher's evaluation and a subsequent teacher's reaction to a remarkable extent. In fact, such an evaluation is basically a label.…”

Section: Teacher and Pupils In Dialoguementioning

confidence: 99%

Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

Lukášová

Pavelková

2017

Acta Educationis Generalis

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Introduction: In our conditions and in the world, there is a tradition of the sequence of sequential communication exchanges in the interaction of a teacher and pupils, which was examined in the analysis of the processes and structures in educational communication. This tradition can be continued from the perspective of research at the 1st stage of elementary school education. Purpose: The aim of the study is to present the findings of a research on the issues of pupils’ questions. The research question is whether the existing results of educational research on the educational interaction and teacher-student communication in the educational process at the first stage of elementary schools also capture the characteristics of pupils’ questions. We will investigate the perception of dialogic teaching and pupils’ question in educational research. The sequence of sequential communication exchanges in the interaction between teachers and pupils, which was examined in the analysis of the processes and structures of educational communication, has in our country and in the world a tradition which can be followed in terms of research on teaching at the first stage of primary schools. One of the aspects of research on the interaction and communication in the classroom are the views of teachers who are discovering what a learner knows, and what he/she thinks about the communicated content and curriculum. But we are mainly interested in the results of educational research from the perspective of the pupil and his/her questions in the classroom. Methods: In our research, our intention was to analyse pupils’ questions which are to supplement their knowledge, or to find out more information that would help them deal with learning tasks. We were interested in previous investigations and were seeking for clarification whether the pupils’ questions are inconsistent, which would reveal misconceptions and wrong ideas in the understanding of the teaching content. Conclusions: The most frequently, pupils’ answer to the teacher’s questions were detected. The conclusions show the current results of pedagogical research in the context of dialogic teaching, they do not capture the characteristics of pupils’ questions in teaching at the 1st grade of elementary schools.

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Section: Teacher and Pupils In Dialoguementioning

confidence: 99%

Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

Lukášová

Pavelková

2017

Acta Educationis Generalis

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Zkoumání (kvality) výuky: Srovnání dvou přístupů

Najvar¹

2017

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The new culture of learning in a changing world in the Czech Republic and other countries of Eastern Europe

Dolgaya

2020

PME

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The rapidly changing world, the increasing competition in the labor market, the widespread introduction of digital technologies set new challenges for education. In the Czech Republic, as in other Eastern European countries, which simultaneously entered the European Union and are developing in line with general trends, research educators are considering a new learning culture that is in line with the knowledge society and aimed at active, constructive, independent, motivated and holistic learning. As the principles and features of the new learning culture, they single out the construction of educational material based on constructivist theories of learning, the creation of a new active learning environment, the changing role of the teacher and student, the use of teaching methods that are consistent with its new tasks and goals.

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Dialogické vyučování jako realizace produktivní kultury vyučování a učení v literární výchově: jak iniciovat a udržet změnu

Cited by 6 publications

References 26 publications

Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

Zkoumání (kvality) výuky: Srovnání dvou přístupů

The new culture of learning in a changing world in the Czech Republic and other countries of Eastern Europe

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