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The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes
Includes bibliographical references (leaves 124-130).
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2015
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| _version_ | 1867613548914409472 |
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| access_status_str | Open Access |
| author | Cawood, Anthony Robin |
| author2 | Hoadley, Ursula Kate |
| author_browse | Cawood, Anthony Robin Hoadley, Ursula Kate |
| author_facet | Hoadley, Ursula Kate Cawood, Anthony Robin |
| author_sort | Cawood, Anthony Robin |
| collection | Thesis |
| description | Includes bibliographical references (leaves 124-130). |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/13502 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:37:54.572Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/13502 The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes Cawood, Anthony Robin Hoadley, Ursula Kate Education Includes bibliographical references (leaves 124-130). Underlying the research is a concern regarding the implications of the nature of pedagogic text for the specialization of student consciousness. The thesis uses a theoretical approach that is grounded on Bernstein’s notions of classification, specialization and knowledge structures. The analysis of the pedagogic texts reveals two contrasting textual modalities: independent and dependent texts. Two differing pedagogic practices emerge: localized and generalized practices. The key differences between these modalities are the strength of the classification of teacher voice and text voice and everyday and scientific knowledge exhibited in pedagogic practice. It is suggested that strong classification of teacher voice and text voice facilitates an orientation to meaning that privileges the authority of written texts over spoken context embedded discourse. 2015-07-14T08:58:25Z 2015-07-14T08:58:25Z 2011 Master Thesis Masters MPhil http://hdl.handle.net/11427/13502 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Cawood, Anthony Robin The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes |
| thesis_degree_str | Master's |
| title | The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes |
| title_full | The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes |
| title_fullStr | The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes |
| title_full_unstemmed | The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes |
| title_short | The relation between pedagogic text and pedagogic practice: a study of two grade seven science classes |
| title_sort | relation between pedagogic text and pedagogic practice a study of two grade seven science classes |
| topic | Education |
| url | http://hdl.handle.net/11427/13502 |
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