Towards a Pragmatic Grammar of Teachers' Epistemic Networks.

Autor/in	Tochon, Francois V.
Titel	Towards a Pragmatic Grammar of Teachers' Epistemic Networks.
Quelle	(1990), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Discourse Analysis; Epistemology; Foreign Countries; Instructional Design; Instructional Improvement; Language Processing; Linguistic Theory; Metacognition; Metaphors; Pragmatics; Secondary Education; Semantics; Teaching Skills + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Diskursanalyse; Erkenntnistheorie; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsqualität; Sprachverarbeitung; Linguistische Theorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Pragmalinguistik; Sekundarbereich; Semantik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01