Ключевые слова
Диалоговое преподавание, инклюзивное образование, средняя школа, педагогическая практика, повышение квалификации преподавателей, диалог
Резюме
Важной задачей является создание более инклюзивных государственных школ, отвечающих потребностям общества знаний XXI века. В настоящем документе мы уделяем особое внимание инклюзии как диалогическому процессу, который должен быть принят и развит как учителями, так и учащимися в любом классе. Идея инклюзивного диалогического преподавания разъясняется и реализуется в рамках учебной программы по инклюзивному диалогу, сосредоточенной на вопросах обучения культурной грамотности. В этом исследовании, которое является частью европейского проекта, включающего несколько стран, восемь учителей средних школ Испании и Португалии и их ученики приняли участие в восьми занятиях, проводившихся в рамках планов проведения уроков, основанных на диалоге. Учителя приняли участие в двух занятиях по повышению квалификации, одно в начале проекта, а другое позже. Данные, собранные на занятиях № 3 и № 8, были собраны и проанализированы с использованием предварительно построенной схемы кодирования. Полученные данные свидетельствуют о небольшом улучшении диалогичности от занятия № 3 к занятию № 8 при постоянном сопротивлении учителей быть более кумулятивными в своем дискурсе. Эти результаты подтверждают предыдущую работу, показывая, что диалогическое преподавание приобретается постепенно, и даже когда меняется позиция учителей, которые становятся более инклюзивными и привлекательными по отношению к ученикам, эти изменения не обязательно представляют собой радикальный сдвиг в методах преподавания в сторону более ориентированной на учеников.
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Техническая спецификация
Получила: 29-05-2020
пересмотренный: 05-06-2020
Принятый: 03-07-2020
First Online: 15-11-2020
Дата публикации: 01-01-2021
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Chrysi Rapanta, Lisboa (Португалия)
