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ERIC Number: EJ1165137
Record Type: Journal
Publication Date: 2018-Jan
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1474-9041
EISSN: N/A
Analysing the Continuity of Teaching and Learning in Classroom Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses
Ligozat, Florence; Lundqvist, Eva; Amade-Escot, Chantal
European Educational Research Journal, v17 n1 p147-169 Jan 2018
One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis) and categories used in the pragmatist approach of classroom discourse analysis (practical epistemology and epistemological moves). We combine both frameworks to feature different types of breaches in the didactic contract and the building of continuity in teaching and learning actions for dealing with these breaches. Analyses are carried out through examples of classroom events in science education and physical education. We argue that these frameworks, when elaborated on and compared, enable us to characterise both generic and specific dimensions of teaching and learning in different subjects.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden; France; Switzerland
Grant or Contract Numbers: N/A