Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
1110386 | Procedia - Social and Behavioral Sciences | 2015 | 6 Pages |
Abstract
Effective communication in the classroom is a key element for learning, yet when and how future teachers should acquire such competence is not clear. In this article we explore students–prospective teachers’ written productions of a set of instructions in a learning situation. Through three emblematic cases we illustrate how a communication task focused on a partner selected by the student reveal snot only the student's domain-specific knowledge, but also a mental frame induced by an assumed paradigm, which is both constrained by the student's knowledge level, and purpose oriented by the need of successful social interaction.
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