Keywords
Practice
Tasks
Teachers’ actions
How to Cite
Abstract
In this paper we analyse two 3rd grade teacher’s practices, Carla and Ricardo, in order to understand the characteristics of their actions, specifically how they explore a task in the classroom, how they question their students and which are the representations that they privilege. Data were collected through participant observation, supported by audio and video recording and were analysed through content analysis. The results suggest that the action of informing appears more often and is frequently combined with rhetorical focusing questions and/or closed confirmation questions. Likewise, challenging actions, that are less common, appear relate with to inquiry questions. In order to promote the use of representations by their pupils, both teachers adapt their actions and the questioning that they use so they can promote: (i) the use and transformation of a chosen representation; and (ii) pupils’ critical thinking about the main aspects of the task
References
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