engleski

Teaching as a Dialogue through Critical Friendship with Students (An Example of Reflective Practice)

The paper aims to shed light on the possibilities of achieving deep dialogical teaching through critical friendship with students. The teaching experience described illustrates how teaching and communication through dialogue can be improved by joint efforts of teachers and students. The attempt is based on theoretical presumptions where dialogue is perceived on the basis of its form and purpose. Most of the teaching takes place through some kind of a dialogue, but the purpose of these dialogues can be quite different. So „dialogue in spirit“ is what actually counts as true pedagogic dialogue. If the purpose of dialogue is only to lead us to the answer that a teacher has already had in mind, we are actually referring to a „recitation“. The way of achieving better understanding between students and teachers is to develop critical friendship between them. Students significantly increase their role in reflection on the entire educational process with active participation in the action research. In doing so, the authors wanted to examine in which way students’ roles in higher education might be transformed so that they become active participants, not only in the classroom activities, but in the overall reflexive process

students as critical friends; monological teaching; dialogic teaching; reflective practice

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