TITLE:
Student-Teachers’ Practicum as the Scenario to Build Cumulative Learning through Semantic Waving Instructional Models
AUTHORS:
Eliana Garzón Duarte
KEYWORDS:
Semantic Gravity, Knowledge Structures, Cumulative Learning, Reflective Teaching, Teacher Research, Instructional Model, Practicum
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.8 No.2,
February
20,
2020
ABSTRACT: The
purpose of this conceptual article is to provide insights on how
student-teachers of any Bachelor of Education program might become main actors
in the space of the practicum when they help their pupils build up abstract
understanding from concrete knowledge. This goal can be achieved through,
firstly, an explicit teaching of semantic waving and knowledge construction as
part of a theory-based teacher education course, and secondly, the
implementation of lesson plans based on gravity waving instructional models
during their practicum. The theories that frame this proposal and are presented
in this article are semantic gravity and semantic density, stated by Karl
Maton; Basil Bernstein’s theory of “discourses” and “knowledge structures”;
and, the conceptualization of reflective teaching. This article illustrates an
example of the essential stages an instructional model based on semantic
gravity might include. For this example, a model of a class of English as a
Foreign Language (EFL) Teaching Methodology is taken into account.