Dialogismus a výzkum interakce ve třídě: přehledová studie (1990-2012)
| Title in English | Dialogism and Research on Classroom Interaction: A review (1990–2012) |
|---|---|
| Authors | |
| Year of publication | 2014 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | classroom interaction; classroom communication; dialogism; educational research. |
| Attached files | |
| Description | The aim of the present study is to review research on classroom interaction in the years 1990–2012. We understand classroom interaction to be the mutual infl uencing of teacher and learners while teaching and learning. Having outlined the development of research on classroom interaction since the 1960s, we view classroom interaction from the perspective of dialogism, which we defi ne as a theoretical and epistemological framework assuming interaction as the unit of analysis. Th e review comprises studies published in four Czech educational journals. Out of 21 studies on classroom interaction, 13 studies were empirical. Th ese studies were critically analysed in the light of dialogism. Important fi ndings include the fact that a substantial number of empirical studies dealt with partial aspects of classroom interaction (mainly teacher questions and evaluation; learner responses). Apart from that, a number of studies abstracted from the context when analysing classroom interaction. In addition, in fi ve studies theoretical background underlying classroom interaction was absent. Th ese fi ndings seem to suggest that dialogism was not employed in a number of empirical studies. Dialogism appears to be a relevant theoretical and epistemological framework for researching classroom interaction despite its being present to a greater extent in only three studies. |
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