Zkoumání struktur ve výukové komunikaci: historie a současnost

Mareš, Jiří

doi:10.14712/23362189.2016.289

Cited by 13 publications

(8 citation statements)

References 36 publications

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“…The structure that has been re-examined, revised and supplemented since its initial description by the authors Sinclair and Coulthard (1975) is known by the acronym IRF (initiation-response-feedback). The next well-known variant of IRF is the structure with a variation of the last component of communication exchanges-E as evaluation instead of feedback as presented by Mehan and Cazden (as cited in Mareš, 2016). The term "communication pattern," which can be found in some foreign studies, is the current equivalent of the term "structure" (Myhill, 2006;Rasku-Puttonen, 2012;Molinari & Mameli, 2015).…”

Section: Teacher-child Communication Structure And/or Patterns In Kinmentioning

confidence: 99%

Children’s Initiations in Communication with Preschool Teachers

Navrátilová

2017

Acta Technologica Dubnicae

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Abstract:Introduction: This paper deals with an important aspect of preschool teachers' everyday professional life -interacting with children during educational activities in kindergarten environment. The research of real situations in kindergarten, still rare in Czech pedagogical discourse, indicates the limitedness of preschool teachers' communication following already fixed communication structures and patterns. There is not much evidence that teacher-child communication in kindergarten is initiated by children with any frequency. The aim of our research study is to describe preschool children's initiations in communication with preservice preschool teachers and identify teachers' strategies in mutual communication. Methods:The research is based on qualitative analysis of data obtained through participated unstructured observation (37 video recordings of micro educational situations with the duration of 3 to 15 minutes were collected) and written reflection of pre-service preschool teachers (55 participants). Each part of the observation took place in a different class of a standard kindergarten. In one case, it was a homogeneous class of children aged 5-6 years, and in the second, a heterogeneous class with children aged between 3 and 5 years. Our data material in the form of written reflections and transcribed video recordings was then processed through the qualitative content analysis. Results: Research results show children breaking the communication structure managed by the teacher, and the teacher's strategies in these situations. We identified five main circumstances of preschool children's initiations as communicating their own experiences or associations related to the topic presented by the teacher. Discussion: Our findings show a certain range of responses of future teachers to children's initiation in interaction during educational activities. Besides evidence of releasing communication in terms of teacher management, less suitable kinds of responses to children's initiation appear. The teacher is not able to give up control over the ongoing communication.Limitations: Selected research sample consists of pre-service teachers, who represent only a partial sample of potential interactions in the kindergarten environment. Thus, to some teachers, the findings apply only partially in practice; with other teachers, we could possibly expand our research even deeper. This choice to use only a partial sample reflects both practicality and the need to improve the competence of future teachers through recording their unscripted interactions with children.

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Section: Teacher-child Communication Structure And/or Patterns In Kinmentioning

confidence: 99%

Children’s Initiations in Communication with Preschool Teachers

Navrátilová

2017

Acta Technologica Dubnicae

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“…Preference of power in educational communication leads to shifting the dominance between the teacher and pupils in the way that both groups pursue their goals. Samuhelová (as cited in Mareš 2016) states that on the basis of the relationship of dominance and subordination, the direction of communication can also be vertical (downwards, upwards). The author presents her empirical research, a study in which she identifies 18 communication structures on the basis of an analysis of 22 classes at the second stage of elementary schools (meaning from the 6th to the 9th grade of elementary school in the Czech educational system).…”

Section: Teacher and Pupils In Dialoguementioning

confidence: 99%

“…This is where Tůma entwines his overview with Mareš's overview (1990) and states that the author's criticism points to the absence of searching for a wider context and relations in communication, and that here is a segmentation of activities into disjunctive categoriesat least prior to 1989, but continuing to some extent in years 1990 2012. Jiří Mareš (2016), in his extensive overview, reflects on the pedagogical research on interaction and teacherpupil communication in education in the period from 1968 to 2015. Similarly, he discusses such communication structures as IRF/IRE 3 and tries to view the development of the mentioned structures as it changes in time.…”

Section: Introductionmentioning

confidence: 99%

“…Similarly, he discusses such communication structures as IRF/IRE 3 and tries to view the development of the mentioned structures as it changes in time. Nathan, Eilam and Kim (as cited in Mareš, 2016) showed that the communicative structure changes remarkably during education focused on collective problem solving with the 1 It is a communication based on the IRF structure -teacher initiation -student replicapupil feedback from teacher (initiation-reaction-follow-up), see Mareš (2016). 2 An individual is the key unit for a monologue.…”

Section: Introductionmentioning

confidence: 99%

“…3 The IRF structure is perceived as an initiation performed by the teacher -pupil replica -teacher feedback for the pupil. Communicative exchanges that the teacher initiates prevail (Mareš, 2016). IRE stands for initiationresponse -evaluation.…”

Section: Introductionmentioning

confidence: 99%

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Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

Lukášová

Pavelková

2017

Acta Educationis Generalis

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Introduction: In our conditions and in the world, there is a tradition of the sequence of sequential communication exchanges in the interaction of a teacher and pupils, which was examined in the analysis of the processes and structures in educational communication. This tradition can be continued from the perspective of research at the 1st stage of elementary school education. Purpose: The aim of the study is to present the findings of a research on the issues of pupils’ questions. The research question is whether the existing results of educational research on the educational interaction and teacher-student communication in the educational process at the first stage of elementary schools also capture the characteristics of pupils’ questions. We will investigate the perception of dialogic teaching and pupils’ question in educational research. The sequence of sequential communication exchanges in the interaction between teachers and pupils, which was examined in the analysis of the processes and structures of educational communication, has in our country and in the world a tradition which can be followed in terms of research on teaching at the first stage of primary schools. One of the aspects of research on the interaction and communication in the classroom are the views of teachers who are discovering what a learner knows, and what he/she thinks about the communicated content and curriculum. But we are mainly interested in the results of educational research from the perspective of the pupil and his/her questions in the classroom. Methods: In our research, our intention was to analyse pupils’ questions which are to supplement their knowledge, or to find out more information that would help them deal with learning tasks. We were interested in previous investigations and were seeking for clarification whether the pupils’ questions are inconsistent, which would reveal misconceptions and wrong ideas in the understanding of the teaching content. Conclusions: The most frequently, pupils’ answer to the teacher’s questions were detected. The conclusions show the current results of pedagogical research in the context of dialogic teaching, they do not capture the characteristics of pupils’ questions in teaching at the 1st grade of elementary schools.

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Pupils’ Questions In Relation To The Teacher’s Approach To Teaching

Pavelková¹

2019

The European Proceedings of Social and Behavioural Sciences

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Zkoumání struktur ve výukové komunikaci: historie a současnost

Cited by 13 publications

References 36 publications

Children’s Initiations in Communication with Preschool Teachers

Children’s Initiations in Communication with Preschool Teachers

Pupils’ Questions in Dialogic Teaching from the Perspective of Pedagogical Research

Pupils’ Questions In Relation To The Teacher’s Approach To Teaching

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