Student-Teachers’ Practicum as the Scenario to Build Cumulative Learning through Semantic Waving Instructional Models

Abstract

The purpose of this conceptual article is to provide insights on how student-teachers of any Bachelor of Education program might become main actors in the space of the practicum when they help their pupils build up abstract understanding from concrete knowledge. This goal can be achieved through, firstly, an explicit teaching of semantic waving and knowledge construction as part of a theory-based teacher education course, and secondly, the implementation of lesson plans based on gravity waving instructional models during their practicum. The theories that frame this proposal and are presented in this article are semantic gravity and semantic density, stated by Karl Maton; Basil Bernstein's theory of "discourses" and "knowledge structures"; and, the conceptualization of reflective teaching. This article illustrates an example of the essential stages an instructional model based on semantic gravity might include. For this example, a model of a class of English as a Foreign Language (EFL) Teaching Methodology is taken into account.

Knowledge-Building in Classroom: A Multimodal Semantic Wave Model

“…The formation of semantic waves mainly depends on semantic gravity (SG) and semantic density (SD) (Wang, 2021). Duarte (2020) thought that teaching models based on semantic gravity and semantic density may become a pedagogical strategy to avoid the problem of segmental learning. The semantic gravity and semantic density of pedagogic discourse are investigated by Maton (2011), which may be relatively stronger ( + ) or weaker (2).…”