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L'actuació discursiva d'un mestre novell en una classe de llengua catalana: gestió de l'aula i construcció del coneixement

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dc.contributor Universitat de Vic. Facultat d'Educació
dc.contributor.author Casas, Mariona
dc.date.accessioned 2016-02-01T09:25:56Z
dc.date.available 2016-02-01T09:25:56Z
dc.date.created 2009
dc.date.issued 2009
dc.identifier.citation Casas-Deseuras Mariona. (2009). L'actuació discursiva d'un mestre novell en una classe de llengua catalana: gestió de l'aula i construcció del coneixement. Bellaterra: Journal of teaching and learning language, 1, 67-85. ca_ES
dc.identifier.issn 2013-6196
dc.identifier.uri http://hdl.handle.net/10854/4412
dc.description.abstract This article presents a case study analysing interaction in the classroom in Catalan language teaching and learning in the fourth year of primary school. In specific terms, the analysis focuses on the oral discursive behaviour of an inexperienced teacher, and considers the classroom management and knowledge building strategies used. Using the analysis tool discussed by Castellà et al. (2007), which classifies discursive social relationship strategies in the classroom and discursive knowledge building strategies, this research considers whether during the session observed, the teacher is an effective teacher from the discursive point of view, and the didactic implications of his discursive behaviour. The results show that the teacher uses more classroom management strategies than knowledge building strategies, and that the knowledge built is scarce, superficial and repetitive. Indeed, the conclusions show to what extent interaction builds knowledge, and the nature of the knowledge that is built. Based on the assumption that interaction is a means for building knowledge rather than an end in itself, the predominance of classroom management strategies throughout the session shows that the teacher basically uses interaction to create knowledge, i. e. his skill in classroom management facilitates the teaching and learning of new knowledge. However, the knowledge that is built is characterised by the introduction of little content, the absence of metalinguistic reflection and little explanatory discourse. The conclusion of the article is that the teacher acts as a strategic inexperienced teacher, in that his skill in classroom management alleviates his lack of expertise in building knowledge. This research is of interest due to its analysis of the discursive performance of an inexperienced teacher. This may contribute to the improvement of teacher training and practice. ca_ES
dc.format application/pdf
dc.format.extent 19 p. ca_ES
dc.language.iso cat ca_ES
dc.publisher Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials ca_ES
dc.rights Aquest document està subjecte a aquesta llicència Creative Commons ca_ES
dc.rights.uri http://creativecommons.org/licenses/by/3.0/es/ ca_ES
dc.subject.other Català -- Ensenyament ca_ES
dc.subject.other Didàctica ca_ES
dc.title L'actuació discursiva d'un mestre novell en una classe de llengua catalana: gestió de l'aula i construcció del coneixement ca_ES
dc.type info:eu-repo/semantics/article ca_ES
dc.rights.accesRights info:eu-repo/semantics/openAccess ca_ES
dc.type.version info:eu-repo/publishedVersion ca_ES

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