Loading…
Welcome to LCT3!

Programme Updates
Friday - 11.35: session 20 – Mathew Toll & Shi Chunxu is back on, in B48, replacing Sha Xie.

Friday
Win free books! Find out what happens next for publishing and where LCT4 is happening! 
Thursday, July 4 • 1:30pm - 2:10pm
Semantic waves in novice and experienced teacher-talk

Sign up or log in to save this to your schedule and see who's attending!

The criteria for evaluating teachers who just graduated from teacher training colleges in Nigeria(novice teachers) and teachers who have been teaching from five years above(experienced teachers) appears to be subjective. This study is aimed at addressing this problem by proposing an objective framework that can serve as a basis for differentiating novice teachers from experienced teachers. To achieve this objective, this study examines how content knowledge is mediated by novice and experienced secondary school teachers in selected Nigerian schools. The study adopted a qualitative (unobtrusive observatory) research design to achieve the objective of the study. Data for the study was derived from the analysis of six lessons (three in arts and three in science). Three of the lessons observed were in classes where the teachers have less than three years work experience while the other three lessons observed were in classes where the teachers have teaching experience of more than five years. Each of the six lessons was audio-recorded and transcribed in order to determine the knowledge building strategies used by the two categories of teachers. Micro Teaching Moves related to explanation, definition, reformulation and exemplification in lessons by both categories of teachers were identified and analysed base on insights from LCT Semantics. The patterns of knowledge in each of the six lessons observed were plotted on a graph in order to assign a profile to each of the six teachers. Results of the analysis revealed that although both categories of teachers blend specialized and non-specialized knowledge units during lessons, the experienced teachers tend to unpack the meaning of technical terms and concepts more that the novice teachers. The study concludes that novice and experienced teachers do not mediate content knowledge in the same manner. This finding suggests that novice teachers need to be better trained on how to build knowledge using insights from Legitimation Code Theory Semantics.




Thursday July 4, 2019 1:30pm - 2:10pm
Room B48

Attendees (1)