Abstract
The aim of this study is to present a reflection on data distributed in three different sets: a) the didactic transposition of genres; b) the relationship among different instruments used by teachers with didactic sequence, teaching knowledge and capacities; c) the teaching action singular style in activity genre. Through the perspective of socialdiscursive interactionism (BRONCKART, 2008; SCHNEUWLY, 2009; DOLZ, 2009), we seek to recognize how the educational activity genre (FAITA, 2004) is subject action shaped in one specific educational context, as well as the ways the teacher style works in relation with sedimented gestures in professional environment. The premise that guides the reflection is that educators can be mobilizing verbal and non-verbal resources which cannot be neglected by the teacher educator, since they may bring implications with new teaching/learning tools.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
