Spatial pedagogy: mapping meanings in the use of classroom space

Lim, Fei Victor; O’Halloran, Kay; Podlasov, Alexey

doi:10.1080/0305764x.2012.676629

Cited by 107 publications

(95 citation statements)

References 9 publications

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“…Back of the class is associated with extreme control and power as a type of "supervisory space" (Lim, O'Halloran & Podlasov, 2012). Unfortunately, there are not many studies to compare and explain these differences.…”

Section: Discussionmentioning

confidence: 99%

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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The pre-service teachers find the chance to practice their classroom management skills during their practicum as they present demo lessons under supervision of their university instructors and mentor teachers. It had been discovered in a previous study, however, that the interactional features during the classroom management episodes in pre-service teachers' demo lessons were different from those in the lessons of the in-service teachers. The aim of this study was to unveil how pre-service teachers manage their classes differently from in-service teachers by carrying out a fine-grained comparison. The point-by-point comparison revealed both qualitative and quantitative differences which might not be immediately obvious to an observer at first sight. The differences were discussed in terms of the specific procedures of the teaching practice course and some suggestions were presented.

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Section: Discussionmentioning

confidence: 99%

Classroom Management in Pre-service Teachers’ Teaching Practice Demo Lessons: A Comparison to Actual Lessons by In-service English Teachers

Korkut

2017

JETS

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“…Toutefois, quelques éléments peuvent être soulignés. En premier lieu, nos résultats mettent en évidence la manière dont l'engagement des élèves varie en fonction, non seulement, de la nature de la tâche (Gilbertson et collab., 2008), de la place qu'ils occupent dans la classe (Parker et collab., 2011), ou de l'occupation de l'espace par l'enseignant (Lim, O'Halloran et Podlasov, 2012), mais aussi en fonction de la dynamique de l'activité collective.…”

Section: Configuration De L'activité Collective Lors Du Passage Dans unclassified

Dynamique de l’activité individuelle et collective en classe lors du passage dans les rangs

Veyrunes

2013

rse

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Cet article concerne le passage dans les rangs del’enseignant, à l’école primaire, lors dutravail individuel écrit des élèves. Il viseà décrire et à analyser l’activité del’enseignant et des élèves ainsi que la dynamiquespatiotemporelle de l’activité collective en classeà partir d’observations filmées etd’entretiens en autoconfrontation. Nos résultats montrentque les élèves, autant que l’enseignant, pilotentle passage dans les rangs par leurs demandes d’aide et leuractivité masquée, et que la dynamique del’activité collective permet aux acteursd’actualiser leurs préoccupations, ce qui rend laconfiguration viable et stable.This contribution is interested in the primary school teacher who walksalong the rows, while pupils are doing seatwork. It aims to describeand analyze the activity of the teacher and pupils as well as thecollective classroom spatial-temporal dynamic from filmed observationsin the classroom and self-confrontation interviews. Our results showthat the pupils, as much as the teacher, direct the walking along therows by their demands for help and their “ masked activity”and that the dynamics of the collective activity allows the actors toupdate their concerns, making viable and stable the configuration.Este artículo trata del hecho, por el docente, de pasar entrelas filas en la escuela primaria, durante el trabajo individual escritode los alumnos. Tiene por objetivo describir y analizar la actividaddel docente y de los alumnos así como la dinámicaespacio-temporal de la actividad colectiva en clase a partir deobservaciones filmadas y de entrevistas en autoconfrontación.Nuestros resultados muestran que tanto los alumnos como el docenteguían el pasar entre las filas con sus solicitudes de ayuday su actividad oculta y que la dinámica de la actividadcolectiva les permite actualizar sus preocupaciones haciendo laconfiguración viable y estable

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“…Although the link between various NVC actions and students' positive perception is accepted (Andersen, Norton & Nusbaum, 1981), this is seldom taught to new teachers, probably due to perceived subjectivity as often there are no clear patterns of NV actions. Where NVC patterns are known, such as patterns in proxemics (Hall, 1966), and their use in a teacher-student content is understood (Lim, O'Halloran, Podlasov, 2012), their direct link to students' perceptions remains unclear as is the link to verbal communication.…”

Section: Further Researchmentioning

confidence: 99%

“…Current studies of pedagogical performance accept that teaching is a multimodal activity and its efficiency should be analysed from more than just the linguistic point of view (Jewitt, 2008;Lim, O'Halloran & Podlasov, 2012;O'Halloran, 2015). Coming under the umbrella of multimodality is nonverbal communication (NVC), an area that merits further study as it is often neglected in favour of other pedagogical tools used in the classroom.…”

Section: Introduction: Immediacy In the Classroommentioning

confidence: 99%