Chrysi Rapanta, Lisboa (Португалия)
Mercè Garcia-Mila, Barcelona (Испания)
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.
Ссылки
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Техническая спецификация
Получила: 29-05-2020
пересмотренный: 05-06-2020
Принятый: 03-07-2020
OnlineFirst: 15-11-2020
Дата публикации: 01-01-2021
Время пересмотра статьи: 7 дней | Среднее время пересмотра вопроса 66: 16 дней
Время принятия статьи: 35 дней | Время приема Номер 66: 51 дней
Время редактирования препринта: 172 дней | Выпуск препринта среднего времени редактирования 66: 193 дней
Время редактирования статьи: 217 дней | Среднее время редактирования журнала 66: 238 дней
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Цитируется
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Альтернативные метрики
Как процитировать
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, 21-31. https://doi.org/10.3916/C66-2021-02