Šeďová, K., Sedláček, M., Švaříček, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14-25.
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.
Plný text článku dostupný zde: https://doi.org/10.1016/j.tate.2016.03.005
Majcík, M., Rozvadská, K., Vengřinová, T., & Novotný, P. Biographical aspects of self-regulated learning during repeatedly failing in upper-secondary exit examination. Studies in the Education of Adults, 1-14. https://doi.org/10.1080/02660830.2024.2412028
