T-SEDAとは何ですか?
T-SEDAとは、Toolkit for Systematic Educational Dialogue Analysisの略です。T-SEDAは、授業や学習の場で質の高い対話を促進するために、無償で利用できる教材やリソースを集めたツールキットです。
T-SEDAは、授業や学校教育における対話についてより深く知り、あなたが望むような対話の変化や授業改善のための、実践の探究に役立ちます。
なぜ T-SEDAを使うのですか？
対話 は学習効果や学習者の参加率の向上につながります。T-SEDAは、あなたの実践の状況に合わせた、対話的アプローチを開発するための実践的なサポートを提供しています。
T-SEDAは、これまでに少なくとも15カ国で100人以上の実践者に使用されています。.
T-SEDAは誰のためのものですか?
あらゆる教育段階で活動するすべての実践家のためのものです:
- 幼児から大人まで、あらゆる年齢の学習者に対応します
- あなたの同僚や、教育専門家と一緒に使用できます
- 教科や領域を問いません
T-SEDA はどこで使うことができますか?
- 対面またはオンラインなどの学習環境で使うことができます
- 学校の授業や大学の講義などフォーマル教育で使うことができます
- フリースクール、きっずクラブなどインフォーマル教育で使うことができます
T-SEDAを、ぜひお試しください！
T-SEDAにご興味のある先生がた、学校管理職、教育行政者、専門職開発の研究者は、ぜひ一度T-SEDAをお試しください。下記の無償版入門コースをご覧ください。
T-SEDA eラーニングコース
Camtree ではT-SEDAを使って、授業や学習の場で質の高い対話を促進するためのコース（現在は英語のみ）を提供しています。
- D101: 教育対話とは何か?
- D102: あなたの実践は対話的ですか?
- D103: T-SEDA対話の探究サイクル
- D200: T-SEDA 探究モデル
D101: What is Educational Dialogue?
This is the first of three, free, introductory, Level 1 modules about Educational Dialogue from Camtree. It introduces the idea of educational dialogue and T-SEDA: the Toolkit for Systematic Educational Dialogue Analysis. This module will take you about 25 – 30 minutes.
D102: How Dialogic is Your Practice?
This is the second of three free, introductory, Level 1 courses from Camtree about Educational Dialogue. It involves you in auditing your existing practice and introduces the T-SEDA coding scheme. In this short course, you will: This course will take about 25 – 30 minutes.
D103: Reflective Inquiry with T-SEDA
This is the third of three free, introductory, Level 1 courses from Camtree about Educational Dialogue. It introduces the T-SEDA reflective cycle and prepares you to undertake an inquiry into an aspect of educational dialogue. This course will take 25 – 30 minutes.
D200: T-SEDA – A Model for Inquiry
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Camtree デジタルライブラリー
T-SEDAを使用した実践研究はCamtree デジタルライブラリーに投稿してください。Camtreeの研究報告書用テンプレートを使用して作成してください。以下は、T-SEDAを使用した最新の研究報告書（現在は英語のみ）の一部です。
- Konteh, Maliki: Using oracy to improve disadvantaged student attitudes, engagement, and reasoning
Setting: Upper secondary education, United Kingdom Added: 14-04-2025 Permalink: https://hdl.handle.net/20.500.14069/898 - Wazzan, Mohammad Musaab: Supporting EFL Classroom Interaction with a Dialogic Coding Framework
Setting: Short-cycle tertiary education, Turkey Added: 12-12-2024 Permalink: https://hdl.handle.net/20.500.14069/778 - Boissard, Bénédicte: Can whole class discussion effectively prompt self-reflection on personal opinions? A T-SEDA inquiry in Québec
Setting: Upper secondary education, Canada Added: 12-02-2024 Permalink: https://hdl.handle.net/20.500.14069/446 - Boissard, Bénédicte: T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses
Setting: Upper secondary education, Canada Added: 28-03-2023 Permalink: https://hdl.handle.net/20.500.14069/44 - Feliciani, Karolyn: How can microblogging be used to facilitate an online community of practice and increase dialogic thinking?
Setting: Short-cycle tertiary education, Pakistan Added: 26-02-2023 Permalink: https://hdl.handle.net/20.500.14069/43
Camtree デジタルライブラリーでは、これらの報告書のほか、教育関係者が開発したリソースやT-SEDAの使用例もご覧いただけます。
連絡先
T-SEDAに関するご意見を歓迎します。継続的にT-SEDAの更新版に取り入れていきます。ご意見、ご感想、使用された資料などございましたら、こちらまでご連絡ください。
詳細情報及びメーリングリスト：T-SEDA@educ.cam.ac.uk
責任者：Sara Hennessy (sch30@cam.ac.uk)
ケンブリッジ大学教育対話研究グループ：CEDiR:Cambridge Educational Dialogue Research Group
T-SEDA ツールキットを引用するには: T-SEDA Collective (2023). Toolkit for Systematic Educational Dialogue Analysis (T-SEDA): A resource for inquiry into practice. v.9. University of Cambridge. http://bit.ly/T-SEDA
Sara Hennessy, Ruth Kershner, Elisa Calcagni, Farah Ahmed, Victoria Cook, Laura Kerslake, Lisa Lee and Maria Vrikki of the University of Cambridge Faculty of Education, and Nube Estrada and Flora Hernández of the National Autonomous University of Mexico. We are very grateful to the numerous colleagues who have contributed in some way or other to T-SEDA development over the last few years. This includes those who assisted with translation into Spanish, Chinese, French, Arabic, Italian, Japanese, Hebrew, Norwegian, Portuguese, and Dutch (Ana Laura Trigo Clapés, Elisa de Padua, Elisa Izquierdo, Qian Liu, Yun Long, Ji Ying, Chih Ching Chang, Delphine Cestonaro, Benzi Slakmon, Orianne Monashe, Orly Shapira, Haydeé Ceballos, Keiko Aramaki, Tomonori Ichiyanagi, Ayano Ikeda, Kaori Kanai, Naomi Kagawa, Kiyomi Shijo, Lu Xiaoyun, Arwa Al Qassim, Chiara Piccini, Patricia Brooks, Ingvill Rasmussen, Leonie Johann, Luwei Bai).
The original work on T-SEDA (and its precursor SEDA) was supported by the British Academy (International Partnership and Mobility Scheme) through the 3-year project entitled “A Tool for Analysing Dialogic Interactions in Classrooms” (2013-2015), led by Sara Hennessy and Sylvia Rojas-Drummond at the University of Cambridge, UK, and the National Autonomous University of Mexico: http://tinyurl.com/BAdialogue. The Mexican work was supported by the Dirección General de Asuntos del Personal Académico of the National Autonomous University of Mexico (DGAPA-UNAM) (PAPIIT Project Number: IN303313 and PAPIME Number: PE305814). We appreciate the support of the Economic and Social Research Council (RES063270081; RES000230825), sponsor of most of the UK team’s preceding work in this area. Our most recent ESRC project (ES/M007103/1) entitled ‘Classroom Dialogue: Does it Make a Difference for Student Learning?’ (Christine Howe, Sara Hennessy, Neil Mercer, Maria Vrikki & Lisa Wheatley, 2015-17: http://tinyurl.com/ESRCdialogue) drew on SEDA to develop CDAS, a new 12-category scheme and rating scales, testing them extensively with a large sample of 72 teachers of children aged 10-11. Statistical analyses of the relationships between dialogic teaching and student attainment and attitudes produced findings that have shaped this version of the toolkit. An ESRC Impact Acceleration grant supported further development of the toolkit and trials across diverse educational contexts in seven countries in 2018-19.
T-SEDA is used globally by practitioners from pre-school years to higher education. We thank all of the facilitators, teachers and students who participated in our research and testing across several countries from which examples in this toolkit have been taken with their kind permission. Some names have been changed where teachers wished to remain anonymous. Photographs appearing in the toolkit are derived from our research studies; permissions have been received to use them for educational purposes.
