Exploring the use of discursive and semiotic strategies in knowledge-guided construction

Abstract

In this work we have explored how primary teachers differ as they use discursive and semiotic strategies in knowledge-guided construction. Data were collected from three teachers’ discourse in the context of her teaching practice by taking notes on 24 different occasions one hour long each. First we transcribed the discourses and then we made a video-confrontation with other researchers. We note that the use of the elicitative strategy and the pedagogical intention is similar among the three teachers as they enact students’ participation in a rigid, reiterative, descriptive and illustrated way. Differences are more evident in the use of dialogue as this is adjusted to every single teaching situation. Accordingly we argue that the teaching process needs to be considered not as a simple knowledge transmission, but as a social and personal commitment.