This article is one of the outcomes of a research project in which we focused on the recognition of the processes of organisational learning in Czech basic schools (6-15). In this article, we deal with the dimension of the systematic way of organisational learning. In agreement with many other authors we consider the systematic way of organisational learning in schools an important condition for the depth and, therefore, efficiency of organisational learning. We look for an answer to the question of how much influence is exerted by factors in the internal school setting on the systematic way of organisational learning. For this analysis, we use data of a representative survey conducted in two Regions of the Czech Republic.
In this study, we present an action research project studying classroom discourse that took place at the Department of Educational Sciences at Masaryk University, Faculty of Arts, in Brno, the Czech Republic. The core of this project consisted of a development programme for teachers focused on a change in communication methods in dialogic teaching. We observed four teachers who took part in the programme in 2013/2014. Our goal was to determine how much the participation in the programme led to an actual change in teacherstudent communication in the classroom. The data analysis showed that the participating teachers did actually change their communication methods – there was an increase in the average levels of openness, cognitive demand, length of student replies, and the number of cases when students themselves initiated communication. The data analysis also showed that the process of change is unique for each teacher and there is no unified trajectory.
This paper examines the emotions that eight teachers experienced during intervention research project on the transformation of their teaching practices. During the program which we designed, the teachers were trained to transform their teaching practices so that they would include more features of dialogic education. In this paper, we analyze data from repeated interviews with teachers who participated in our project. Based on qualitative analysis of our data, we differentiated among four groups of teachers, each with a unique self-understanding. The groups included teachers who were: perfect, eager to learn, in a good mood, and uncertain. Our paper shows that each group experienced specific emotions during the program. The only group that did not experience negative emotions was teachers in a good mood. These teachers also implemented the fewest changes in their teaching practices. Our results thus show that a lack of negative emotions limited the efficacy of teacher development.