Can we quantify the stability of a teaching?
Our research proposes to show how we can quantify the stability of teaching, by refining a classical model of Activity Theory. Videotaped lessons of a model on energy chain, from two French 5th grade classes with the same teacher, were analysed in order to assess the percentage of stability as to: (...
Κύριοι συγγραφείς: | , |
---|---|
Μορφή: | Online |
Γλώσσα: | English |
Έκδοση: |
Urray
2019
|
Θέματα: | |
Διαθέσιμο Online: | https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/3078 |
Περίληψη: | Our research proposes to show how we can quantify the stability of teaching, by refining a classical model of Activity Theory. Videotaped lessons of a model on energy chain, from two French 5th grade classes with the same teacher, were analysed in order to assess the percentage of stability as to: (i) realised subtasks and duration (ii) communicated themes and (iii)used semiotic resources. Using a self-designed scale, we show that these three-layered practices of the teacher ranged from stable to strongly stable. |
---|