Akční výzkum výukové komunikace
| Title in English | Action Research of Educational Communication |
|---|---|
| Authors | |
| Year of publication | 2013 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Research on teaching communication is an established part of the Czech educational science (Prucha, 1971; Mares, 1975; Mares, Gavora, 2004; Šeďová et al., 2011). Completed research is primarily descriptive in nature, taking absent connection to the discourse abroad. We propose a procedure to introduce the concept of dialogic teaching, one of the preferred types of educational communication, the Czech space and how through action research to explore the possibilities of its application in practice. The paper is divided into three parts. First we describe the design of action research, to point out its advantages and disadvantages, and specifically focus on research class. The second part will be devoted to the concept of dialogic teaching and highlight the empirical evidence of its benefits and weaknesses. In the third part we will present an original way to explore educational communication through participatory action research and how to implement the principles of dialogic teaching into practice. Given that some of the key parameters of the communication processes remain from 70 last century unchanged (Šeďová et al., 2011), proposes a research-based collaboration between teachers and academics. |
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