Teacher professional development as a means of transforming student classroom talk

被引：98

作者：

Sedova, Klara ^{[1
]}

Sedlacek, Martin ^{[1
]}

Svaricek, Roman ^{[1
]}

机构：

[1] Masaryk Univ, Fac Arts, Dept Educ Sci, Arna Novaka 1, Brno, Czech Republic

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 57卷

关键词：

Teacher development programme; Dialogic teaching; Student talk; Open discussion; Teacher questions; Uptake; Action research; DISCOURSE; REFLECTION; QUALITY;

D O I：

10.1016/j.tate.2016.03.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study deals with the impact of a teacher development programme focused on the implementation of dialogic teaching practice. Four indicators of dialogic teaching were measured: student talk with reasoning, teachers' open questions of high cognitive demand, teacher uptake, and open discussion. An analysis of video recordings made before and after the programme showed a change in classroom discourse and an increase in the amount of student talk with reasoning, attributed to changes in teacher communication behaviour. The participants were eight Czech teachers in lower secondary schools who took part in a one-year action research teacher development programme. (C) 2016 The Authors. Published by Elsevier Ltd.

引用

页码：14 / 25

页数：12

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