Resumo

CAMARGO-URIBE, Ángela  e  HEDERICH-MARTINEZ, Christian. Teaching Profiles According to Ways of Assuming Communicative Interaction in the Classroom. A Case Study with Six Science Teachers. Folios [online]. 2016, n.44, pp.59-76. ISSN 0123-4870.

The paper reports a research that was carried out in order to identify teaching profiles based on the analysis of different ways of assuming communicative interaction in the classroom. Six Science teachers from two public schools of Bogotá, Colombia, participated in the study. They teach Science to 6^th, 7^th and 8^th graders. A sequence of three classes was videotaped for each teacher. Each class was then analyzed to identify the school activities that composed it. Afterwards, each school activity (a total of 138) was described by means of a group of variables that consider the activity as a communicative event. The comparison of the main features that characterize the six teachers' class activities and an additional multivariate analysis of the descriptions led to the identification of four teaching profiles: the scientific teacher, the classroom teacher, the frontal teacher and the circular teacher. These profiles are described and discuss with respect to the teaching profession.

Palavras-chave : Teaching; communication; classroom activity; teaching profile.

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