Can we quantify the stability of a teaching?

ANTONIOS CHRISTONASIS, DAMIEN GIVRY

Abstract

Our research proposes to show how we can quantify the stability of teaching, by refining a classical model of Activity Theory. Videotaped lessons of a model on energy chain, from two French 5th grade classes with the same teacher, were analysed in order to assess the percentage of stability as to: (i) realised subtasks and duration (ii) communicated themes and (iii)used semiotic resources. Using a self-designed scale, we show that these three-layered practices of the teacher ranged from stable to strongly stable.

Keywords

Stability of teaching practices, Activity Theory, semiotic resources, video analysis

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DOI: https://doi.org/10.26220/une.3078

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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