Šeďová, K. (2017). A case study of a transition to dialogic teaching as a process of gradual change. Teaching and Teacher Education, 67, 278-290.
The aim of this case study was to examine a process of gradual change in teaching practices during a development programme on dialogic teaching. The change process was seen to be non-linear. It included stages of regression – caused by a disharmony among the elements of dialogic teaching: indicators, principles and methods – and stages of progress which, on the contrary, came into effect when the partial elements were successfully brought into a harmonious relationship. The reflective interviews played a key role in the process of change, providing a tool for recognising disharmony and for creating a plan to overcome it.
Plný text článku je dostupný zde: https://doi.org/10.1016/j.tate.2017.06.018
Navrátilová, J., & Jurčík, M. (2025). Analysing the intersection between teachers ‘peer learning strategies and students’ perspectives in inclusive classrooms. Education Inquiry, 1-21. https://doi.org/10.1080/20004508.2025.2522521
