Abstract
This chapter focuses on the teacher Daniela. What we want to show through her case is most importantly the fact that the change toward dialogic teaching was not straightforward. It was not a case of gradually increasing individual indicators and principles, with every subsequent lesson being better than previous one. On the contrary, the development took place through alternating phases of progress and of regression. We label this as a nonlinear development of change.
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Notes
- 1.
Karel Čapek was a significant Czech writer who lived from 1890 to 1938.
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Šeďová, K., Šalamounová, Z., Švaříček, R., Sedláček, M. (2020). The Case of Daniela: The Nonlinear Development of Change. In: Getting Dialogic Teaching into Classrooms. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-15-9243-0_5
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DOI: https://doi.org/10.1007/978-981-15-9243-0_5
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