The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers - Archive ouverte HAL
Article Dans Une Revue Classroom Discourse Année : 2020

The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers

Luciana Moro
Eduardo Mortimer
Universidade Federal de Minas Gerais = Federal University of Minas Gerais [Belo Horizonte, Brazil]
Andrée Tiberghien
Interactions, Corpus, Apprentissages, Représentations

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Education

Andrée Tiberghien  : Connectez-vous pour contacter le contributeur

https://hal.science/hal-03891336

Soumis le : vendredi 9 décembre 2022-10:34:52

Dernière modification le : mardi 12 novembre 2024-15:20:06

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hal-03891336 , version 1 (09-12-2022)

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Luciana Moro, Eduardo Mortimer, Andrée Tiberghien. The use of social semiotic multimodality and joint action theory to describe teaching practices: two cases studies with experienced teachers. Classroom Discourse, 2020, 11 (3), pp.229-251. ⟨10.1080/19463014.2019.1570528⟩. ⟨hal-03891336⟩

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