Characterizing teaching effectiveness in the Joint Action Theory in Didactics. An exploratory study in primary school.

Autor/in	Sensevy, Gérard
Titel	Characterizing teaching effectiveness in the Joint Action Theory in Didactics. An exploratory study in primary school.
Quelle	In: Journal of curriculum studies, 46 (2014) 5, S. 577-610Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2014.931466
Schlagwörter	Methodologie; Didaktik; Lehren; Analyse; Effektivität
Abstract	This paper presents an exploratory study of two consecutive reading sessions conducted in primary school by two different teachers. Our purpose is twofold. From a theoretical viewpoint, we propose a tentative set of conditions of teaching effectiveness by relying on the Joint Action Theory in Didactics. From a methodological viewpoint, drawing on a conjectural paradigm, we attempt to articulate various types of analysis (didactic analyses, speech analyses, statistic analyses), in order to test the putative conditions. We consider two generic factors in teachers' effectiveness: how they manage to expose students to the core meanings of the relevant content; and how they maintain a relevant dialectic between uncertainty and certainty in the argumentation process in order to increase the deliberative quality of the constructed certainty.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2015/1