The role of social semiotics multimodality and joint action theory in describing teaching practices: two cases studies with experienced teachers - Archive ouverte HAL Access content directly
Other Publications Year : 2019

The role of social semiotics multimodality and joint action theory in describing teaching practices: two cases studies with experienced teachers

, (1) , (2)
1
2
Luciana Moro
  • Function : Author
  • PersonId : 1042176

Abstract

This document is supplementary to the article: "The use of social semiotics multimodality and joint action theory to describe teaching practices: two case studies with experienced teachers" from Luciana Moro, Eduardo Mortimer, and Andrée Tiberghien Summary of the paper: The aim of this study is to better understand how teachers use various embodied semiotic modes - speech, gestures, gaze, and proxemics – when they present scientific content to the entire class. To analyse the multimodal practice of these teachers, we integrated the social semiotic theory of multimodality and the joint action theory in didactics. We use a case study methodology to analyse the video data and to describe the productions of two teachers from selected short episodes. The results show several similar elements of these teachers’ practices. In particular, their use of several coordinated modes to make a coherent meaning to complex aspects of scientific knowledge such as three- dimensional representations of chemical structures or the relation between an experiment and its model of light diffraction. Both teachers create signs by taking everyday things from their environment to re-signify them in a scientific way. Simultaneously they maintain contact with their students through their gaze and their position. In this way, they create or strengthen the classroom habits related to the explanation of knowledge. Content of the supplementary document: Appendix 1: Narratives Appendix 2: Speech Transcript, teacher’s action and semiotic resource for each teacher
Fichier principal
Vignette du fichier
Mortimer_Main document 2018 12 28.pdf (352.02 Ko) Télécharger le fichier
Vignette du fichier
Mortimer_Supplementary Material of the manuscript.pdf (274.46 Ko) Télécharger le fichier
Loading...

Dates and versions

halshs-01997858 , version 1 (25-02-2019)

Identifiers

  • HAL Id : halshs-01997858 , version 1

Cite

Luciana Moro, Eduardo Mortimer, Andrée Tiberghien. The role of social semiotics multimodality and joint action theory in describing teaching practices: two cases studies with experienced teachers. 2019. ⟨halshs-01997858⟩
116 View
3398 Download

Share

Gmail Facebook Twitter LinkedIn More