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Abstract
The purpose of this conceptual article is to provide insights on how student-teachers of any Bachelor of Education program might become main actors in the space of the practicum when they help their pupils build up abstract understanding from concrete knowledge. This goal can be achieved through, firstly, an explicit teaching of semantic waving and knowledge construction as part of a theory-based teacher education course, and secondly, the implementation of lesson plans based on gravity waving instructional models during their practicum. The theories that frame this proposal and are presented in this article are semantic gravity and semantic density, stated by Karl Maton; Basil Bernstein’s theory of “discourses” and “knowledge structures”; and, the conceptualization of reflective teaching. This article illustrates an example of the essential stages an instructional model based on semantic gravity might include. For this example, a model of a class of English as a Foreign Language (EFL) Teaching Methodology is taken into account.
Highlights
It is common to find in different curricula at school or university level that the subjects or seminars comprise a series of objectives to be achieved by the students, without taking into account previous encountered knowledge or without making connections with other disciplines
What this proposal intends to highlight is that instructional models based on semantic gravity can be designed and applied in any discipline, if student-teachers of different areas of knowledge are aware of the implications and stages of this strategy, the work they do with their pupils in their practicum will have more integrated results and in future, as in-service teachers, they will continue to enhance the cumulative learning construction in their classrooms
The purpose of this article has been to present the importance of mastering semantic gravity and density in teaching practices to build cumulative learning, and avoiding the issue of segmentalism in education
Summary
It is common to find in different curricula at school or university level that the subjects or seminars comprise a series of objectives to be achieved by the students, without taking into account previous encountered knowledge or without making connections with other disciplines.
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