The Use of Social Semiotic Multimodality and Joint Action Theory to Describe Teaching Practices: Two Cases Studies with Experienced Teachers

Autor/inn/en	Moro, Luciana; Mortimer, Eduardo F.; Tiberghien, Andrée
Titel	The Use of Social Semiotic Multimodality and Joint Action Theory to Describe Teaching Practices: Two Cases Studies with Experienced Teachers
Quelle	In: Classroom Discourse, 11 (2020) 3, S.229-251 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moro, Luciana) ORCID (Mortimer, Eduardo F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2019.1570528
Schlagwörter	Case Studies; Classroom Communication; Teaching Methods; Nonverbal Communication; Science Instruction; Semiotics; Video Technology; Light; Teacher Student Relationship; Physics; Speech Communication; Organic Chemistry; Grade 10; High School Students; Science Teachers; Cross Cultural Studies; Foreign Countries; Brazil; France + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Semiotik; Licht; Teacher student relationships; Lehrer-Schüler-Beziehung; Physik; Organische Chemie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Cultural comparison; Kulturvergleich; Ausland; Brasilien; Frankreich
Abstract	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 practices 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01