Abstract
This chapter focuses on the role of teachers’ self-understanding and emotions in the process of change toward dialogic teaching. During the TPD program, we noticed that participating teachers differed in how they saw themselves, as well as in what emotions they expressed toward TPD, researchers, students, and their own teaching. We became interested in whether these differences could affect the outcomes of TPD, as individual teachers differed in the extent of the implemented changes. The analysis of the data presented in this chapter confirmed our expectations.
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Šeďová, K., Šalamounová, Z., Švaříček, R., Sedláček, M. (2020). Teachers’ Self-understanding and Emotions as the Catalysts of Change. In: Getting Dialogic Teaching into Classrooms. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-15-9243-0_7
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DOI: https://doi.org/10.1007/978-981-15-9243-0_7
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