Od teorie k praxi: Od plánování dialogického vyučování k jeho reflexi

Roč.20,č.2(2015)
Studia paedagogica: Akce!

Abstrakt
Tato studie zkoumá, jak učitel obeznámený s teorií dialogického vyučování dokáže v praxi realizovat adekvátní komunikační postupy, a to v kontextu výuky přírodovědných předmětů. Dialogicky pojaté vyučování není dosud časté, ale řada studií již poskytuje pečlivě volené příklady jeho uplatnění. Cílem dialogického vyučování je umožnit žákům vyjadřování myšlenek nad rámec shromažďování a memorování fakt. Některé výzkumy se zabývají i začleněním dialogického vyučování do pregraduální učitelské přípravy, avšak bez toho, že by bylo sledováno, jak absolventi učitelského studia následně uplatňují techniky a principy dialogického vyučování ve vlastní praxi. Náš výzkum má za cíl prověřit, zda začínající učitel, který je obeznámen s různými komunikativními přístupy včetně dialogického, umí přenést teorii do praxe. Prostřednictvím analýz y plánů výuky a jejich reflexe z jišťujeme, zda teoreticky vybavený učitel zvládne dialogický přístup ve výuce reálně praktikovat. Zároveň dokládáme možné překážky i příznivé podmínky pro realizaci tohoto přístupu. Výsledky ukazují, že plánování vycházející z teorie bylo úspěšné ve smyslu zavedení dialogu do výuky. Naplánované situace byly z většiny reflektovány a hodnoceny jako dialogické. Diskutujeme také o důsledcích pro vzdělávání a profesní rozvoj učitelů.

Klíčová slova:
interakce ve třídě; dialogické vyučování; plánování a reflexe; komunikační přístup
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