Pedagogic Discourse in the Post-Compulsory Years: Pedagogic Subject Positioning
✍ Scribed by Frances Christie
- Book ID
- 104353874
- Publisher
- Elsevier Science
- Year
- 2000
- Tongue
- English
- Weight
- 140 KB
- Volume
- 11
- Category
- Article
- ISSN
- 0898-5898
No coin nor oath required. For personal study only.
✦ Synopsis
In this article, Christie adopts the position that classroom teaching ± learning activity may be thought of as staged and purposeful, leading to the creation of classroom genres. She argues key findings regarding the general principles for the operation of a pedagogic discourse, the features distinctive to the instructional register being drawn upon, the pedagogic subject position in each school curriculum area included in the dataset, and the kind of oral and written language used in the classroom. Additionally, Christie examines the data within what she describes as a cline that highlights remarkable shifts in language and literacy use and in the use of associated semiotic systems across the studies subjects.
BACKGROUND DATA
In this study, I was given data that were collected in an Australian rural high school. I was asked to focus on a student I shall call ``Stephen,'' in the course of lessons in English, biological science, agricultural science, and the Certificate in Rural Skills. Classroom episodes were recorded in October 1996 when Simon was in Year 11, and again in May 1997 when he was in Year 12. These episodes featured Stephen's class in interaction with eight different teachers. Apart from video clips from these episodes, I received blackboard notes copied by Stephen, copies of some written notes he produced in the lessons, and some teacher handouts. I also received material from official curriculum guidelines in the state in which the school was located, indicating both broad expectations to do with the curriculum of the post compulsory school years, and more specific advice to do with the contents and goals of the subjects Stephen studied.