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ERIC Number: EJ968910
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-0305-764X
Spatial Pedagogy: Mapping Meanings in the Use of Classroom Space
Lim, F. V.; O'Halloran, K. L.; Podlasov, A.
Cambridge Journal of Education, v42 n2 p235-251 2012
The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is realised through the patterns of positioning and the directionality of movement, as well as the intersemiotic correspondences in the use of space with other semiotic resources (e.g. language, gesture and teaching materials). This paper investigates the different types of space in the classroom and their associated meanings. It also discusses an approach for annotating the teacher's use of space, and the usefulness of visualising this annotation through digital graphical methods. The notion of "structured informality" in the classroom is proposed through data analysis of two teachers conducting similar lessons, but with apparently different pedagogical styles. (Contains 9 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore