Teachers’ perceptions of values-oriented dialogic communication in a multicultural learning environment

Authors

  • Mari-Liis Nummert
  • Halliki Harro-Loit
  • Mari-Liisa Parder

DOI:

https://doi.org/10.12697/eha.2022.10.2.03

Keywords:

multiculturalism, values education, values clarification, dialogic communication, intercultural education

Abstract

See uurimus analüüsib Eesti õpetaja arusaamu väärtustele keskenduvast dialoogilisest kommunikatsioonist (VKDK) mitmekultuurilises õpikeskkonnas, keskendudes küsimusele, milliseid VKDK olukordi ja vajadusi märkavad mitmekultuurilise õpikeskkonna kogemusega õpetajad. Kultuuridevahelisi väärtusi puudutavad arutelud eeldavad vastastikust kuulamist ja mõistmist, mistõttu lähtub siinne uurimus teoreetiliselt dialoogilise kommunikatsiooni kontseptsioonist. Samast kontseptsioonist lähtub ka Tartu Ülikooli eetikakeskusese õpilaste mäng "Väärtuste avastajad", mille lisapakett on suunatud kultuuriliste väärtuste alaste arutelude algatamiseks ja juhtimiseks. Õpetajate arusaamu ja praktilisi kogemusi koguti poolstruktureeritud intervjuude kaudu. Valimi moodustavad üheksa TÜ eetikakeskuse ja Eesti Pagulasabi pagulus ja -rändeteemalises projektis osalenud õpetajat, kelle kogemuste refleksioon vaatleb nii VKDK praktikaid kui ka õpilaste mängu  kasutamisel ilmnenud võimalusi ja piiranguid.

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Published

2022-11-01

How to Cite

Nummert, M.-L., Harro-Loit, H., & Parder, M.-L. (2022). Teachers’ perceptions of values-oriented dialogic communication in a multicultural learning environment. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 10(2), 48–75. https://doi.org/10.12697/eha.2022.10.2.03

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