How teachers build knowledge in classrooms — a new research framework
Researchers have developed a unified approach combining language analysis with theory to decode how knowledge actually gets constructed in classrooms. The framework reveals practical patterns that could help educators and policymakers design more effective teaching methods across different subjects and settings.
Originaltitel: Exploring knowledge-building in classrooms: combining discursive methods and Legitimation Code Theory
<p>In recent years, increasing numbers of studies have explored knowledge-building practices in classrooms through the conceptual tools of Legitimation Code Theory (LCT). At the same time, many researchers have used complementary methodologies (e.g. Systemic Functional Linguistics, Conversation Analysis) together with LCT to investigate pedagogy and classroom interaction. Highlighting the greater explanatory power, which is possible in interdisciplinary work, this special issue brings together papers that apply an integrative approach of discursive methodologies and the three LCT dimensions, Specialisation, Semantics, and Autonomy. The papers in this special issue represent a broad exploration of meaning-making and knowledge-building processes in various classroom environments. This special issue shows (1) how teachers and students organise knowledge-building practices in various classroom contexts and (2) how researchers/educators adopt combined approaches using discursive methodologies and a variety of LCT dimensions for interpreting knowledge-building procedures. The special issue provides theoretical and practical contributions towards understanding knowledge-building in classroom discourse and teacher education by presenting combined approaches that integrate discursive methods with the LCT dimensions.</p>