什么是T-SEDA？
系统化教育对话分析工具包（英文：Toolkit for Systematic Educational Dialogue Analysis，T-SEDA）是一组开放可用的资源，旨在帮助您促进教学和学习环境中的高质量对话。
这个工具包可以帮助您进行反思性探究，深入了解您所在环境中的对话，以及实现您期望见到的改变。
为何选择T-SEDA
对话与学习效果及学生参与度密切相关。该工具包为您在特定背景下发展对话方法提供了全面的实践支持。
截至目前，T-SEDA已在至少15个国家被数百名从业者使用。
T-SEDA适用于哪些人？
适用于任何教育层次的从业者：
- 与各年龄段的学生合作，包括幼儿到成年人
- 与专业同事合作
- 在任何学科或领域从事教育工作
它可以在哪些场景中使用？
- 面对面或在线学习环境
- 正式场合，例如学校课堂和大学研讨会
- 非正式场合，例如儿童俱乐部
欢迎体验T-SEDA！我们诚邀所有对此感兴趣的教师、讲师、学校领导和教师专业发展负责人体验T-SEDA。请查看下面的自学入门迷你课程，以获取更多信息。
关于T-SEDA的课程
Camtree提供的课程（目前仅提供英语版本），旨在帮助您在教学和学习环境中使用T-SEDA工具包，促进高质量对话。
- D101: 什么是教育对话？
- D102: 您的教学实践中的对话水平如何？
- D103: T-SEDA反思性探究
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在Camtree数字图书馆
如果您已经使用T-SEDA进行实践探究，我们鼓励您使用Camtree的研究报告模板之一整理稿件，并在Camtree数字图书馆中发表。以下是最近在图书馆中发表的一些使用了T-SEDA的报告（目前仅提供英语版本）
- 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
您可以在Camtree数字图书馆中找到这些报告，以及更多教育者开发的资源和T-SEDA工具的示例。
联系我们
我们欢迎您就T-SEDA材料的任何部分提供反馈，这些反馈将持续纳入到工具包中。如果您有任何建议、评论或自行改编的资源，请随时通过以下方式联系我们。
更多信息和邮件列表：T-SEDA@educ.cam.ac.uk
研究团队：Sara Hennessy教授 (sch30@cam.ac.uk)
To cite the T-SEDA toolkit: 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.
