The curriculum under construction understood through didactic postures and discursive interactions in the classroom and in the post-lesson interview: The case of PE student teachers
Musard, Mathilde
The curriculum under construction understood through didactic postures and discursive interactions in the classroom and in the post-lesson interview: The case of PE student teachers - 2019.
3
This article studies moments of curriculum under construction during the PE lessons of two student teachers (in the third year of their “licence”). From a dual approach (didactic and linguistic), we study their didactic postures according to the places they assign to their students in class and during the post-lesson interview. The results show how certain curricular choices made by the student teachers are constructed during discursive interactions. In addition, the postures activated during teaching situations and the post-lesson interview converge and reveal different modalities of curriculum construction.
The curriculum under construction understood through didactic postures and discursive interactions in the classroom and in the post-lesson interview: The case of PE student teachers - 2019.
3
This article studies moments of curriculum under construction during the PE lessons of two student teachers (in the third year of their “licence”). From a dual approach (didactic and linguistic), we study their didactic postures according to the places they assign to their students in class and during the post-lesson interview. The results show how certain curricular choices made by the student teachers are constructed during discursive interactions. In addition, the postures activated during teaching situations and the post-lesson interview converge and reveal different modalities of curriculum construction.
Réseaux sociaux