ERIC Number: EJ1437627
Record Type: Journal
Publication Date: 2024-Aug
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: EISSN-1935-102X
Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework
Educational Researcher, v53 n6 p335-347 2024
In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called "interaction geography." Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns. We discuss how this visual method and framework can be used and expanded by classroom researchers and teachers as a starting point to better understand teaching as a situative and spatial practice, a crucial step in characterizing responsive forms of instruction. This work has implications not only for teachers and teacher educators but also for architects, administrators, and researchers concerned with the physical design of classrooms.
Descriptors: Motion, Teaching Methods, Physical Environment, Geography, Interaction, Spatial Ability, Classroom Environment, Foreign Countries, Science Instruction, Mathematics Instruction, Grade 8, Secondary Education, Video Technology
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Czech Republic; Japan; United States; New Zealand
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A