ERIC Number: ED325447
Record Type: RIE
Publication Date: 1990-Mar-9
Reference Count: N/A
Towards a Pragmatic Grammar of Teachers' Epistemic Networks.
Tochon, Francois V.
Possibilities of conceptual and pragmatic analysis exist for identifying epistemological processing in teacher thinking. These modes of organizing thought condition classroom planning, shape meaning from a virtual didactic knowledge-store, and scaffold further pedagogical interactions. The semio-cognitive grammar proposed is adapted to the analysis of teachers' verbalizations. The purpose of this metasemantic and pragmatic grammar is to analyze the procedures of didactic embedding. This grammar can prove to be useful in the analysis of didactic transposition in other subject matters. This model might lead to pedagogical applications and help bring about some understanding of expert ways of didactic improvising in a pedagogical context thus inducing a new metacognitive and pragmatic instructional design. Includes a list of 51 references. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the University of Manitoba Colloquium Series (Saint-Boniface, Manitoba, Canada, March 9, 1990).