Title: Co víme o výukovém dialogu?
Variant title:
- What do we know about classroom dialogue?
Source document: Studia paedagogica. 2009, vol. 14, iss. 2, pp. [11]-28
Extent
[11]-28
-
ISSN1803-7437 (print)2336-4521 (online)
Stable URL (handle): https://hdl.handle.net/11222.digilib/115397
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Příspěvek představuje teoretickou studii zaměřenou na fenomén výukového dialogu. Text sumarizuje charakteristické vlastnosti výukového dialogu ve školním prostředí tak, jak byly popsány ve vybraných empirických výzkumech českých i zahraničních badatelů. Autoři těchto empirických studií konstatují existenci obecného vzorce výukového dialogu, dosud však nebylo vysvětleno, jakým způsobem a na základě jakých mechanismů se tento obecný vzorec udržuje. Zároveň víme jen málo o tom, jakým způsobem se individuální vlastnosti učitele promítají do podoby jeho komunikace se žáky.
The paper is a theoretical study focused on classroom dialogue. It summarized the features characterizing classroom dialogue in formal education as they have been mapped in selected empirical studies by Czech and foreign scholars. The authors of these empirical studies claim there is a general pattern to classroom dialogue but no accounts of how and based on which mechanisms the general pattern has been maintained have been available. Little has been known of how individual characteristics of a teacher are reflected in her/his communication with students.
References
[1] ALEXANDER, R. Culture and Pedagogy. Interational Comparisons in Primary Education. London: Blackwell, 2001. ISBN 978-0-631-22051-0.
[2] ALEXANDER, R. Towards dialogic teaching. Rethinking classroom talk. Cambridge: Dialogos, 2006. ISBN 0-9546943-3-3.
[3] ANDERS EN, J. F., NORTON, R. W., NUSS BAUM, J. F. Three investigation exploring relationship between perceived teacher communication behaviors and student learning. Communication Education 3/1981, s. 377–392. ISSN 0363-4523.
[4] APPLEBEE, A. N., LANGER, J., NYSTRAND, M., GAMOR AN, A. Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal 3/2003, s. 685–730. ISSN 0002-8312.
[5] BRUNER, J. S. The role of dialogue in language acquisition. In SINCLAIR, A., JARVELL A., R., LEVELT, W. (eds.) The Child's Conception of Language. New York: Springer-Verlag, 1978. ISBN 354009153X.
[6] BURNS, Ch., MYHIL, D. Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Yournal of Education 1/2004. s. 35–50. ISSN 0305-764X.
[7] CAZDEN, C. B. lassroom Discourse. The Language of Teaching and Learning. Portsmouth: Heineman, 1988. ISBN 0-435-08445-3.
[8] CIVIKLY, J. M. Clarity: Teachers and Students Making Sense of Instruction. Communication Education 1992, s. 138–152. ISSN 0363-4523. | DOI 10.1080/03634529209378876
[9] CHESEBRO, J. L., McCROSKEY, J. C. The Realtionship of Teacher Clarity and Teacher Immediacy with Students' Experiences of State Reciever Apprehention. Communication Education 4/1998, s. 446–456. ISSN 0363-4523.
[10] EDWARDS, A. D. RURLON G, V. J. Teaching and Learning as the Creation of Meaning. In MAYOR, M. M., PUGH, A. K. Language, Communication and Education. London: Croom Helm, 1987. s. 357–370. ISBN 0-7099-3590-0.
[11] ENGEL, S., RANDALL, K. How Teachers Respond to Children's Inquiry. American Educational Research Journal 1/2009, s. 183–202. ISSN 0002-8312.
[12] FLANDERS, N. Analysing Teacher Behavior. Reading: Addison-Wesley, 1970. ISBN 0201020521.
[13] GALTON, M., SIMON, B., CROLL, P. Inside the Primary Classroom (the ORACLE Project). London, Routledge, 1980. ISBN 0710004230.
[14] GALTON, M., HARGREAVES, L., CONNER, C., WALL, D., PELL, A. Inside the Primary Classroom: 20 Years On. London: Routledge, 1999. ISBN 0415-1702-06.
[15] GAVORA, P. (ed.) Pedagogická komunikácia v základnej škole. Bratislava: Veda, 1988.
[16] GAVORA, P. Malí medzi veľkými: Žiaci rozprávajúci dialektom. In Transmise kultury a škola. Cahiers du CEFRES No. 15. 1998. s. 73–78. ISBN 80-902196-6-7.
[17] GAVORA, P. Učitel a žáci v komunikaci. Brno: Paido, 2005. ISBN 80-7315-104-9.
[18] GAYLE, B. M., PREISS, R. W., BURRELL, N., ALLEN, M. Classroom Communication and Instructional Processes. Mahwah: Lawrence Erlbaum Associates, 2006. ISBN 0-8058-4423-6. S. 279–293.
[19] HEATH, B. S. Questioning at Home and at School: A Comparative study. In HAMMERS – LEY, M. (ed.) Case Studies in Classroom Research. Philadelpia: Open Unversity Press, 1986, s. 104–131. ISBN 0-335-15984-2.
[20] HRDINA, L. Dialóg v pedagogickej komunikácii. In GAVORA, P. a kol. Pedagogická komunikácia v základnej škole. Bratislava: Veda, 1988. s. 102–119.
[21] KASÍKOVÁ, H. Interakční žánry ve vyučování. In PSŠE: Co se v mládí naučíš. Praha: Univerzita Karlova, 2001. s. 129–134. ISBN 80-7290-046-3.
[22] KING, P., WITT, P., Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning. Communication Education 1/2009, s. 110–123. ISSN 0363-4523.
[23] MAREŠ, J. K některým pedagogickým aspektům výukového dialogu učitel – žáci. In TOLLINGEROVÁ, D. Člověk jako součást vzdělávacího systému. Praha: PÚJAK ČS AV, 1972, s. 227–249.
[24] MAREŠ, J. (ed.) Pedagogická interakce a komunikace. Hradec Králové: Pedagogická fakulta, 1988.
[25] MAREŠ, J., KŘIVOHLAVÝ, J. Komunikace ve škole. Brno: Masarykova univerzita, 1995. ISBN 80-210-1070-3.
[26] McLURE, M., FRENCH, P. Routes to right answers: on pupils' strategies for answering teachers' questions. In WOODS, P. (ed.) Pupil Strategies. Exploration in the Sociology of the School. London: Croom Helm, 1980. ISBN 0-7099-0116-X.
[27] MEHAN, H. Learning Lessons. Social Organisation in the Classroom. Cambridge: Harvard University Press, 1979. ISBN 0-674-52015-7.
[28] MEJÍA, A., MOLINA, A. Are we promoting critical autonomous thinking? A discussion on conversational genres and wether they can help us answer this question. Cambridge Yournal of Education 3/2007, s. 409–426. ISSN 0305-764X.
[29] MERCER, N. Words and Minds. How we use language to think together. London: Routledge, 2000. ISBN 0-415-22476-4.
[30] MERCER, N., WERERIF, R., DAWES, L. Children's Talk and the Development of Reasoning in the Classroom. British Educational Research Journal, 1/1999, s. 95–111. ISSN 0141-1926.
[31] MERCER, N., LITTLETON, K. Dialogue and the Development of Children's Thinking. A sociocultural approach. London: Routledge, 2007. ISBN 987-0-415-4079-2.
[32] MERCER, N., EDWARDS, D. Ground-rules for Mutual Understanding. A Social Psychological Approach to Classroom Knowlege. In MAYOR, B. M., PUGH, K. Language, Communication and Education. London: Croom Helm, 1987. s. 357–371. ISBN 0-7099-3590-0.
[33] PARKER, M., HURRY, J. Teachers' use of questioning and modeling comprehension skills in primary classrooms. Educational Review 3/2007, s. 299–314. ISSN 1465-3397.
[34] PRATT, N. "Interactive" teaching in numeracy lessons: what do children have to say? Cambridge Yournal of Education 2/2006, s. 221–235. ISSN 0305-764X.
[35] PSTRUŽINOVÁ, J. Některé pedagogicko psychologické aspekty učitelských otázek. Pedagogika 1999/2. s. 223–228. ISSN 0031-3815.
[36] SAMUHELOVÁ, M. Štruktúry v pedagogickéj komunikácii. In GAVORA, P. a kol. Pedagogická komunikácia v základnej škole. Bratislava: Veda, 1988. s. 55–75.
[37] SINCLAIR, J. M., COULTHARD, R. M. Towards an Analysis of Discourse. Oxford: Oxford University Press, 1975. ISBN 0194360113.
[38] SKIDMORE, D. Pedagogy and dialogue. Cambridge Yournal of Education 4/2006, s. 503–514. ISSN 0305-764X.
[39] SMITH, H., HIGGINS, S. Opening classroom interaction: the importace of feedback. Cambridge Yournal of Education 4/2006, s. 485–502. ISSN 0305-764X.
[40] SVATOŠ, T. Kapitoly ze sociální a pedagogické komunikace. Hradec Králové: Gaudeamus, 2002. ISBN 80-85834-60-X.
[41] ŠEĎOVÁ, K. Podoby pedagogické komunikace v české škole: intencionální a iluzivní dialog. Pedagogika 4/2005, s. 368–381. ISSN 0031-3815.
[42] THARP, R., G., GALLIMORE, R. Rousing Your Minds to Life: teaching, learning and schooling in social kontext. Cambridge: Cambridge University Press, 1988. ISBN 052140603X.
[43] VYGOSTKIJ, L. S. Myšlení a řeč. Praha: SPN, 1976.
[44] WELLS, G. Dialogic Enquiry: Toward a Sociocultural Practice and Theory. Cambridge: Cambridge University Press, 1999.
[45] WOODS, P. The Divided School. London: Routledge, 1979. ISBN 0-7100-0124-X.
[46] YOUNG R. Critical theory and classroom talk. Clevedon, 1992. ISBN 1-85359-125-4.
[2] ALEXANDER, R. Towards dialogic teaching. Rethinking classroom talk. Cambridge: Dialogos, 2006. ISBN 0-9546943-3-3.
[3] ANDERS EN, J. F., NORTON, R. W., NUSS BAUM, J. F. Three investigation exploring relationship between perceived teacher communication behaviors and student learning. Communication Education 3/1981, s. 377–392. ISSN 0363-4523.
[4] APPLEBEE, A. N., LANGER, J., NYSTRAND, M., GAMOR AN, A. Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English. American Educational Research Journal 3/2003, s. 685–730. ISSN 0002-8312.
[5] BRUNER, J. S. The role of dialogue in language acquisition. In SINCLAIR, A., JARVELL A., R., LEVELT, W. (eds.) The Child's Conception of Language. New York: Springer-Verlag, 1978. ISBN 354009153X.
[6] BURNS, Ch., MYHIL, D. Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Yournal of Education 1/2004. s. 35–50. ISSN 0305-764X.
[7] CAZDEN, C. B. lassroom Discourse. The Language of Teaching and Learning. Portsmouth: Heineman, 1988. ISBN 0-435-08445-3.
[8] CIVIKLY, J. M. Clarity: Teachers and Students Making Sense of Instruction. Communication Education 1992, s. 138–152. ISSN 0363-4523. | DOI 10.1080/03634529209378876
[9] CHESEBRO, J. L., McCROSKEY, J. C. The Realtionship of Teacher Clarity and Teacher Immediacy with Students' Experiences of State Reciever Apprehention. Communication Education 4/1998, s. 446–456. ISSN 0363-4523.
[10] EDWARDS, A. D. RURLON G, V. J. Teaching and Learning as the Creation of Meaning. In MAYOR, M. M., PUGH, A. K. Language, Communication and Education. London: Croom Helm, 1987. s. 357–370. ISBN 0-7099-3590-0.
[11] ENGEL, S., RANDALL, K. How Teachers Respond to Children's Inquiry. American Educational Research Journal 1/2009, s. 183–202. ISSN 0002-8312.
[12] FLANDERS, N. Analysing Teacher Behavior. Reading: Addison-Wesley, 1970. ISBN 0201020521.
[13] GALTON, M., SIMON, B., CROLL, P. Inside the Primary Classroom (the ORACLE Project). London, Routledge, 1980. ISBN 0710004230.
[14] GALTON, M., HARGREAVES, L., CONNER, C., WALL, D., PELL, A. Inside the Primary Classroom: 20 Years On. London: Routledge, 1999. ISBN 0415-1702-06.
[15] GAVORA, P. (ed.) Pedagogická komunikácia v základnej škole. Bratislava: Veda, 1988.
[16] GAVORA, P. Malí medzi veľkými: Žiaci rozprávajúci dialektom. In Transmise kultury a škola. Cahiers du CEFRES No. 15. 1998. s. 73–78. ISBN 80-902196-6-7.
[17] GAVORA, P. Učitel a žáci v komunikaci. Brno: Paido, 2005. ISBN 80-7315-104-9.
[18] GAYLE, B. M., PREISS, R. W., BURRELL, N., ALLEN, M. Classroom Communication and Instructional Processes. Mahwah: Lawrence Erlbaum Associates, 2006. ISBN 0-8058-4423-6. S. 279–293.
[19] HEATH, B. S. Questioning at Home and at School: A Comparative study. In HAMMERS – LEY, M. (ed.) Case Studies in Classroom Research. Philadelpia: Open Unversity Press, 1986, s. 104–131. ISBN 0-335-15984-2.
[20] HRDINA, L. Dialóg v pedagogickej komunikácii. In GAVORA, P. a kol. Pedagogická komunikácia v základnej škole. Bratislava: Veda, 1988. s. 102–119.
[21] KASÍKOVÁ, H. Interakční žánry ve vyučování. In PSŠE: Co se v mládí naučíš. Praha: Univerzita Karlova, 2001. s. 129–134. ISBN 80-7290-046-3.
[22] KING, P., WITT, P., Teacher Immediacy, Confidence Testing, and the Measurement of Cognitive Learning. Communication Education 1/2009, s. 110–123. ISSN 0363-4523.
[23] MAREŠ, J. K některým pedagogickým aspektům výukového dialogu učitel – žáci. In TOLLINGEROVÁ, D. Člověk jako součást vzdělávacího systému. Praha: PÚJAK ČS AV, 1972, s. 227–249.
[24] MAREŠ, J. (ed.) Pedagogická interakce a komunikace. Hradec Králové: Pedagogická fakulta, 1988.
[25] MAREŠ, J., KŘIVOHLAVÝ, J. Komunikace ve škole. Brno: Masarykova univerzita, 1995. ISBN 80-210-1070-3.
[26] McLURE, M., FRENCH, P. Routes to right answers: on pupils' strategies for answering teachers' questions. In WOODS, P. (ed.) Pupil Strategies. Exploration in the Sociology of the School. London: Croom Helm, 1980. ISBN 0-7099-0116-X.
[27] MEHAN, H. Learning Lessons. Social Organisation in the Classroom. Cambridge: Harvard University Press, 1979. ISBN 0-674-52015-7.
[28] MEJÍA, A., MOLINA, A. Are we promoting critical autonomous thinking? A discussion on conversational genres and wether they can help us answer this question. Cambridge Yournal of Education 3/2007, s. 409–426. ISSN 0305-764X.
[29] MERCER, N. Words and Minds. How we use language to think together. London: Routledge, 2000. ISBN 0-415-22476-4.
[30] MERCER, N., WERERIF, R., DAWES, L. Children's Talk and the Development of Reasoning in the Classroom. British Educational Research Journal, 1/1999, s. 95–111. ISSN 0141-1926.
[31] MERCER, N., LITTLETON, K. Dialogue and the Development of Children's Thinking. A sociocultural approach. London: Routledge, 2007. ISBN 987-0-415-4079-2.
[32] MERCER, N., EDWARDS, D. Ground-rules for Mutual Understanding. A Social Psychological Approach to Classroom Knowlege. In MAYOR, B. M., PUGH, K. Language, Communication and Education. London: Croom Helm, 1987. s. 357–371. ISBN 0-7099-3590-0.
[33] PARKER, M., HURRY, J. Teachers' use of questioning and modeling comprehension skills in primary classrooms. Educational Review 3/2007, s. 299–314. ISSN 1465-3397.
[34] PRATT, N. "Interactive" teaching in numeracy lessons: what do children have to say? Cambridge Yournal of Education 2/2006, s. 221–235. ISSN 0305-764X.
[35] PSTRUŽINOVÁ, J. Některé pedagogicko psychologické aspekty učitelských otázek. Pedagogika 1999/2. s. 223–228. ISSN 0031-3815.
[36] SAMUHELOVÁ, M. Štruktúry v pedagogickéj komunikácii. In GAVORA, P. a kol. Pedagogická komunikácia v základnej škole. Bratislava: Veda, 1988. s. 55–75.
[37] SINCLAIR, J. M., COULTHARD, R. M. Towards an Analysis of Discourse. Oxford: Oxford University Press, 1975. ISBN 0194360113.
[38] SKIDMORE, D. Pedagogy and dialogue. Cambridge Yournal of Education 4/2006, s. 503–514. ISSN 0305-764X.
[39] SMITH, H., HIGGINS, S. Opening classroom interaction: the importace of feedback. Cambridge Yournal of Education 4/2006, s. 485–502. ISSN 0305-764X.
[40] SVATOŠ, T. Kapitoly ze sociální a pedagogické komunikace. Hradec Králové: Gaudeamus, 2002. ISBN 80-85834-60-X.
[41] ŠEĎOVÁ, K. Podoby pedagogické komunikace v české škole: intencionální a iluzivní dialog. Pedagogika 4/2005, s. 368–381. ISSN 0031-3815.
[42] THARP, R., G., GALLIMORE, R. Rousing Your Minds to Life: teaching, learning and schooling in social kontext. Cambridge: Cambridge University Press, 1988. ISBN 052140603X.
[43] VYGOSTKIJ, L. S. Myšlení a řeč. Praha: SPN, 1976.
[44] WELLS, G. Dialogic Enquiry: Toward a Sociocultural Practice and Theory. Cambridge: Cambridge University Press, 1999.
[45] WOODS, P. The Divided School. London: Routledge, 1979. ISBN 0-7100-0124-X.
[46] YOUNG R. Critical theory and classroom talk. Clevedon, 1992. ISBN 1-85359-125-4.