Od teorie k praxi: od plánování dialogického vyučování k jeho reflexi

Variant title
From theory to practice: from planning to reflection on dialogic teaching
Source document: Studia paedagogica. 2015, vol. 20, iss. 2, pp. [9]-31
Extent
[9]-31
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
Czech
License: Not specified license
Abstract(s)
Tato studie zkoumá, jak učitel obeznámený s teorií dialogického vyučování dokáže v praxi realizovat adekvátní komunikační postupy, a to v kontextu výuky přírodovědných předmětů. Dialogicky pojaté vyučování není dosud časté, ale řada studií již poskytuje pečlivě volené příklady jeho uplatnění. Cílem dialogického vyučování je umožnit žákům vyjadřování myšlenek nad rámec shromažďování a memorování fakt. Některé výzkumy se zabývají i začleněním dialogického vyučování do pregraduální učitelské přípravy, avšak bez toho, že by bylo sledováno, jak absolventi učitelského studia následně uplatňují techniky a principy dialogického vyučování ve vlastní praxi. Náš výzkum má za cíl prověřit, zda začínající učitel, který je obeznámen s různými komunikativními přístupy včetně dialogického, umí přenést teorii do praxe. Prostřednictvím analýz y plánů výuky a jejich reflexe z jišťujeme, zda teoreticky vybavený učitel zvládne dialogický přístup ve výuce reálně praktikovat. Zároveň dokládáme možné překážky i příznivé podmínky pro realizaci tohoto přístupu. Výsledky ukazují, že plánování vycházející z teorie bylo úspěšné ve smyslu zavedení dialogu do výuky. Naplánované situace byly z většiny reflektovány a hodnoceny jako dialogické. Diskutujeme také o důsledcích pro vzdělávání a profesní rozvoj učitelů.
This study addresses how a science teacher, aware of the theory of dialogic teaching, is able to implement related communicative approaches in practice. Dialogic teaching approaches are increasingly gaining ground among scholars in the field of classroom interaction. Although reported as infrequent, many studies have provided carefully selected examples of dialogic communicative approaches. These approaches aim to facilitate students' thinking and challenge students to express their ideas beyond memorizing and collection of facts. Some studies have also addressed how dialogic teaching can be introduced to student teachers during teacher education. However, challenges arising from the implementation of dialogic practices into classroom realities are addressed insufficiently in these studies. In this study, the aim is to explore whether a teacher who is familiar with different communicative approaches, including the dialogic approach, is able to put theory into practice as a beginning secondary teacher. By analyzing the lesson plans/reflections and lesson videos, the aim is to find out whether a teacher well grounded in theory is able to implement pre-planned dialogic approaches in practice. Furthermore possible challenges, or conversely propitious conditions, for the implementation of the dialogic approach are illustrated. Results reveal that theory-based planning was successful in terms of bringing dialogicity into classroom realities. The majority of pre-planned episodes were reflected upon and analyzed as dialogic. Implications for teacher education and teacher professional development are also discussed.
Document
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