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COGNITIVE APPROACH TO PEDAGOGIC DIALOGUE
Abstract
In our paper we have examined in what way Czech elementary schools implement dialogic communication in teaching. The basis for our research was the finding that teaching is no longer dominated by frontal methods, but that dialogic form of teaching is increasingly growing in significance. Therefore, we have not observed the teaching dialogue from a quantitative viewpoint but we have focused on its quality. In particular we have been trying to discover whether the cognitive potential of dialogue is utilized, which enables the changes in conveyance – i.e. information exchange – in sharing, that is conditioned by listening. The theoretical starting points of our approach was the conception of pedagogic communication as it is represented by pedagogues. We have relied significantly on the so-called transdisciplinary didactics, which is derived from the concept of didactic knowledge of content whose essence is the linkage between the knowledge of a certain field and corresponding methods of teaching. At the same time, we have emphasized cognitive approaches to communication, which are based on the fundamental theses of cognitive linguistics. Most of all we have focused on the theory of the linguistic picture of the world. Our research was based on a questionnaire method. The respondents of our questionnaires were elementary school pupils. The questions monitored how pupils evaluate pedagogic communication, whether the interaction between teachers and pupils displays listening and endeavor for understanding. On the basis of an analysis of the responses, we have discovered main tendencies characteristic of contemporary pedagogic communication. In conclusion, we have compared theoretical conceptions of pedagogic communication, cognitive approach to dialogue, and the results of our own research. Based on this comparison, we have formed recommendations that would guide pedagogues towards developing a full-fledged teaching dialogue.
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