Wat is T-SEDA?
T-SEDA staat voor Toolkit voor Systematische Educatieve Dialooganalyse. Het is een verzameling openbare hulpmiddelen en bronnen om docenten te ondersteunen bij het bevorderen van een hoogwaardige dialoog in de klas of andere leeromgeving.
De toolkit kan helpen een reflectief onderzoek uit te voeren om meer te weten te komen over de dialoog in de praktijk en om veranderingen aan te brengen die wenselijk zijn.
Waarom T-SEDA gebruiken?
Dialoog is gekoppeld aan leerwinst en hogere participatie van studenten. De toolkit biedt veel praktische ondersteuning voor het ontwikkelen van dialogische benaderingen in uw context.
T-SEDA is tot nu toe door honderden docenten in ten minste 15 landen gebruikt.
Voor wie is T-SEDA bedoeld?
Docenten werkzaam op elk onderwijsniveau:
- Met leerlingen van elke leeftijd, van jonge kinderen tot volwassenen
- Met professionele collega’s
- In elk onderwerp of vakgebied
Waar kan het worden gebruikt?
- Face-to-face of online leeromgevingen
- Formele omgevingen zoals klaslokalen en universitaire seminars
- Informele settings zoals kinderclubs
Probeer T-SEDA! We nodigen alle geïnteresseerde docenten, schoolleiders en leiders op het gebied van professionele ontwikkeling uit om T-SEDA uit te proberen. Zie hieronder de introductie-minicursussen die in eigen tempo gevolgd kunnen worden.
Cursussen over T-SEDA
Camtree biedt cursussen aan (momenteel in het Engels) om u te helpen de T-SEDA-toolkit te gebruiken om een dialoog van hoge kwaliteit te ontwikkelen in uw onderwijs- en leeromgeving.
- D101: Wat is onderwijsdialoog?
- D102: Hoe dialogisch is uw praktijk?
- D103: Reflectief onderzoek met T-SEDA
- D200: T-SEDA – Een model voor onderzoek
D101: What is educational dialogue?
This is the first of three free, introductory, Level 1 courses about Educational Dialogue from Camtree. It introduces the idea of educational dialogue and T-SEDA: the Toolkit for Systematic Educational Dialogue Analysis. The course will take you about 25-30 minutes. You will need to be a registered Camtree member
D102: How dialogic is your practice?
This is the second of three free, introductory, Level 1 courses about Educational Dialogue from Camtree. It involves you in auditing your existing practice and introduces the T-SEDA coding scheme. The course will take you about 25-30 minutes. You will need to be a registered Camtree member
D103: Reflective inquiry with T-SEDA
This is the third of three free, introductory, Level 1 courses about Educational Dialogue from Camtree. It introduces the T-SEDA reflective cycle and prepares you to undertake an inquiry into an aspect of educational dialogue. The course will take you about 25-30 minutes. You will need to be a registered Camtree member
D200: T-SEDA: A model for inquiry
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T-SEDA in de Camtree Digitale Bibliotheek
Als u T-SEDA hebt gebruikt om een onderzoek naar de praktijk uit te voeren, raden wij u aan dit op te schrijven met behulp van een van de onderzoeksrapportsjablonen van Camtree voor publicatie in de Camtree Digital Library. Hieronder vindt u enkele van de meest recente rapporten die in de bibliotheek zijn gepubliceerd (momenteel alleen in het Engels) en waarin T-SEDA is gebruikt.
- 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 - West, Rachel: How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board?
Setting: Lower secondary education, United States of America Added: 07-11-2022 Permalink: https://hdl.handle.net/20.500.14069/41 - Connolly, Liam: Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development
Setting: Primary education, United Kingdom Added: 28-09-2022 Permalink: https://hdl.handle.net/20.500.14069/32
U kunt deze en verdere rapporten, samen met door docenten ontwikkelde bronnen en voorbeelden van de T-SEDA-tools, vinden in de Camtree Digital Library.
Neem contact met ons op
Feedback over alle elementen van de T-SEDA-materialen is welkom en wordt voortdurend in de toolkit opgenomen. Neem contact met ons op met uw suggesties, opmerkingen of aangepaste hulpmiddelen.
Verdere informatie en mailinglijst: T-SEDA@educ.cam.ac.uk
Onderzoeksteam: Prof Sara Hennessy (sch30@cam.ac.uk)
Cambridge Educatieve Dialoog Onderzoeksgroep
T-SEDA is ontwikkeld door het T-SEDA-collectief: 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.
