TRA CỨU
Tác giả CN Vrikki, Maria.
Nhan đề Exploring dialogic space : a case study of a religious education classroom / Maria Vrikki, ...
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 469-485 ; 26 cm.
Tóm tắt Dialogic approaches to pedagogy have received increased attention in educational research in the past decades. Despite the substantial body of research on the quality of classroom talk, the secondary education context still remains less explored. The aim of the paper is to contribute to our understanding of dialogic practices in this context with a particular focus on: (a) the creation of dialogic space, and (b) the enactment of dialogic interactions in this space. The paper presents a case study on a Year 13 Religious Education classroom in the south of England, United Kingdom. Data are drawn from a videorecorded lesson and audiorecorded teacher interviews. A qualitative analysis of the data revealed the importance of certain factors in creating dialogic space, including teacher instructions, activity type, and teacher dialogic strategies. It is argued that being conducive to dialogue, the context of Religious Education can be studied further. With growing evidence coming from this context, pedagogical guidelines can be created for teachers who wish to develop a more dialogic pedagogy.
Đề mục chủ đề Phương pháp giảng dạy--Tiếng Anh
Thuật ngữ không kiểm soát Classroom dialogue
Thuật ngữ không kiểm soát Phương pháp giảng dạy
Thuật ngữ không kiểm soát Secondary education
Thuật ngữ không kiểm soát Giáo dục trung học
Thuật ngữ không kiểm soát Đối thoại trong lớp học
Thuật ngữ không kiểm soát Dialogic space
Thuật ngữ không kiểm soát Religious education
Tác giả(bs) CN Abedin, Manzoorul.
Tác giả(bs) CN Brindley, Sue.
Tác giả(bs) CN Riga, Fran.
Nguồn trích Language and Education- Vol.33, No 5/2019
    Vốn tư liệu
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044 |aenk
1001|aVrikki, Maria.
24500|aExploring dialogic space : |ba case study of a religious education classroom / |cMaria Vrikki, ...
260 |aUK : |bTaylor & Francis Group, |c2019.
300 |ap. 469-485 ; |c26 cm.
520|aDialogic approaches to pedagogy have received increased attention in educational research in the past decades. Despite the substantial body of research on the quality of classroom talk, the secondary education context still remains less explored. The aim of the paper is to contribute to our understanding of dialogic practices in this context with a particular focus on: (a) the creation of dialogic space, and (b) the enactment of dialogic interactions in this space. The paper presents a case study on a Year 13 Religious Education classroom in the south of England, United Kingdom. Data are drawn from a videorecorded lesson and audiorecorded teacher interviews. A qualitative analysis of the data revealed the importance of certain factors in creating dialogic space, including teacher instructions, activity type, and teacher dialogic strategies. It is argued that being conducive to dialogue, the context of Religious Education can be studied further. With growing evidence coming from this context, pedagogical guidelines can be created for teachers who wish to develop a more dialogic pedagogy.
65017|aPhương pháp giảng dạy|xTiếng Anh
6530|aClassroom dialogue
6530|aPhương pháp giảng dạy
6530|aSecondary education
6530|aGiáo dục trung học
6530|aĐối thoại trong lớp học
6530|aDialogic space
6530|aReligious education
7001|aAbedin, Manzoorul.
7001|aBrindley, Sue.
7001|aRiga, Fran.
773 |tLanguage and Education|gVol.33, No 5/2019
890|a0|b0|c0|d0

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