Abstract
This paper offers a method for analysing pedagogic practice of all kinds that is detailed, exhaustive and appliable to designing effective teaching practice. The analysis builds on research into the structuring of pedagogic discourse by applying systemic functional (SF) research methods to the contextual stratum of register. Each meaningful element of pedagogic practice is presented as an option in systems that are selected by teachers and learners as lessons unfold. These are semiotic systems at the level of register, including options for pedagogic activities, negotiated in pedagogic relations between teachers and learners, and presented through pedagogic modalities of speaking, writing, viewing and gesture.
Highlights
This paper offers a method for analysing pedagogic practice of all kinds that is detailed, exhaustive and appliable to designing effective teaching practice
Pedagogic registers are a subset of cultures’ overall potential for field, tenor and mode. Their fields consist of pedagogic activities that are negotiated in pedagogic relations between teachers and learners, and presented through pedagogic modalities of speaking, writing, signing, drawing, viewing, gesturing and other somatic activity
While evaluation is a constant throughout the pedagogic practices analysed here, the analyses show more broadly how the acquisition of competences is negotiated, in exchanges between teachers and learners
Summary
Types of behavioural act include learners’ knowledge displays, accordances with with teacher and peers, and other verbal and physical behaviours, teachers’ evaluations, and teaching/ learning activities. They are distinguished by the orientation of feeling: attitude about persons, things and activities, engagement in an activity or text, or anticipation of activities to come The names for these types of conscious acts derive not from a psychological theory, but from the analytic process of classifying acts in exchanges. Options for pedagogic relations available to learners without teachers are illustrated in Table 7 (extracted from Wegerif, Mercer & Dawes 1999). This is a group interaction between Year 5 school students that these authors advocate as ‘exploratory talk’. [nods] Were you disappointed in yourself? Or not? Or you don’t care? dK1 C Inquire Attitude [nods] Yeah
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