CORDIS Project
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This research examines classroom interactions in Hungary, focusing on the impact of teaching methods on student participation. It compares traditional and innovative educational approaches to promote more democratic learning environments.
As previous studies have proved, a majority of teachers maintain authoritative practices in Hungarian classroom discourses.
Instead of behaving as independent agents, students often play the role of a patient, paraphrasing textbook definitions and their teachers’ words.
This condition of dependence is usually reflected in students’ narratives, and classroom observations confirm this impression.Has classroom interaction in Hungary become more democratic after the fall of communist dictatorship (1…
JYVASKYLAN YLIOPISTO
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