The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers
Author:
Affiliation:
1. Biological Sciences Institute, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
2. Faculty of Education, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
3. ICAR, CNRS and Ecole Normale Supérieure de Lyon, Lyon, France
Funder
CNPq – Brazil
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/19463014.2019.1570528
Reference42 articles.
1. Social semiotics
2. Modes and meaning in the classroom – The role of different semiotic resources to convey meaning in science classrooms
3. Analyse proxémique d'interactions didactiques
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