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Generic Processes Behind Dialogic Teaching Implementation: Discussion and Conclusion

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Getting Dialogic Teaching into Classrooms

Part of the book series: Understanding Teaching-Learning Practice ((UTLP))

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Abstract

This chapter concludes the story of our TPD and research project. First, we will summarize the main results reported in the individual chapters to briefly review what we have found. Second, we open a discussion about what led to any changes. We consider how the participating teachers surpassed various obstacles associated with dialogic teaching that are usually seen as critical. We also describe the general processes that we see as responsible for the success of participating teachers in transforming their teaching practices—appropriation of teaching tools and reflection. Finally, we share some concluding remarks, including our thoughts on possible directions for future research.

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Authors and Affiliations

  1. Masaryk University, Brno, Czech Republic

    Klára Šeďová, Zuzana Šalamounová, Roman Švaříček & Martin Sedláček

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  1. Klára Šeďová
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  2. Zuzana Šalamounová
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  3. Roman Švaříček
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  4. Martin Sedláček
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Correspondence to Klára Šeďová .

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Šeďová, K., Šalamounová, Z., Švaříček, R., Sedláček, M. (2020). Generic Processes Behind Dialogic Teaching Implementation: Discussion and Conclusion. In: Getting Dialogic Teaching into Classrooms. Understanding Teaching-Learning Practice. Springer, Singapore. https://doi.org/10.1007/978-981-15-9243-0_8

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  • DOI: https://doi.org/10.1007/978-981-15-9243-0_8

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  • Online ISBN: 978-981-15-9243-0

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