关键词

对话教学,包容性教育,中学,教育实践,教师职业发展,对话

摘要

推动更具包容性的涉及二十一世纪知识社会需求的公立学校是一个非常重要的挑战。本文以作为对话沟通的包容性为中心,我们认为教师和学生都应该在课堂上接受和推广该包容性。包容性对话教学的思想在以从文化素养出发的包容性对话课程中得到解释和实施。本研究为一个欧洲多国研究项目的一部分,其中八名西班牙和葡萄牙的中学教师及其学生参加了八场关于执行对话课程计划的培训。老师参加了两次关于职业发展的培训,一次是在研究项目开始时,另一次是在项目进行后。第三次和第八次在课堂上培训期间的数据由经验证的汇编程序进行收集和分析。结果显示,从第3课到第8课参与者的有效沟通能力略有改善。这些发现证实了之前的研究发现,表明随着教师的立场转向更具包容性和对学生有更大的吸引力,对话教学也在逐步发展,这种变化也不一定代表对以学生为中心的教学方法的根本转变。

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技术信息

收到: 29-05-2020

修订: 05-06-2020

公认: 03-07-2020

First Online: 15-11-2020

发布日期: 01-01-2021

文章修改时间: 7 天 | 期刊编号的平均时间修订 66: 16 天

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文章编辑时间: 217 天 | 期刊编号的平均编辑时间 66: 238 天

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Rapanta, C., Garcia-Mila, M., Remesal, A., & Gonçalves, C. (2021). The challenge of inclusive dialogic teaching in public secondary school. [El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria]. Comunicar, 66, 9-20. https://doi.org/10.3916/C66-2021-02

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