Analysing the Continuity of Teaching and Learning in Classroom Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses

Autor/inn/en	Ligozat, Florence; Lundqvist, Eva; Amade-Escot, Chantal
Titel	Analysing the Continuity of Teaching and Learning in Classroom Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses
Quelle	In: European Educational Research Journal, 17 (2018) 1, S.147-169 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117701923
Schlagwörter	Foreign Countries; Comparative Education; Science Education; Science Instruction; Natural Sciences; Physical Education; Educational Research; Classification; Elementary Secondary Education; Epistemology; Educational Practices; Theory Practice Relationship; Classroom Communication; Discourse Analysis; Teaching Methods; Sweden; France; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaften; Körpererziehung; Sportunterricht; Bildungsforschung; Pädagogische Forschung; Classification system; Klassifikation; Klassifikationssystem; Erkenntnistheorie; Bildungspraxis; Theorie-Praxis-Beziehung; Klassengespräch; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schweden; Frankreich; Schweiz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01