Abstract
In this chapter, we will focus on the teacher Marek. In describing his case, we want to demonstrate that dialogic teaching is a complex and interlinked system consisting of elements (indicators, principles, and methods) that influence one another in either a synergistic or a discordant way. Tensions or even conflicts such as those documented here can arise between these elements.
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Notes
- 1.
We only paid attention to purposeless passages that occurred during a whole-class interaction between the teacher and students. Our data also included purposeless passages that were produced either by a single speaker or a group of students. We will not examine those passages here.
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Šeďová, K., Šalamounová, Z., Švaříček, R., Sedláček, M. (2020). The Case of Marek: Tension and Conflict in a Dialogic Teaching System. In: Getting Dialogic Teaching into Classrooms. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-15-9243-0_6
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DOI: https://doi.org/10.1007/978-981-15-9243-0_6
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