%0 Journal Article %1 doi:10.1080/0305764X.2012.676629 %A Lim, F.V. %A O’Halloran, K.L. %A Podlasov, A. %D 2012 %I Routledge %J Cambridge Journal of Education %K MMLA activity analytics classroom epistemic learning multimodal patterns practices spaces spatial %N 2 %P 235-251 %R 10.1080/0305764X.2012.676629 %T Spatial pedagogy: mapping meanings in the use of classroom space %U /brokenurl# https://doi.org/10.1080/0305764X.2012.676629 %V 42 %X The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is realised through the patterns of positioning and the directionality of movement, as well as the intersemiotic correspondences in the use of space with other semiotic resources (e.g. language, gesture and teaching materials). This paper investigates the different types of space in the classroom and their associated meanings. It also discusses an approach for annotating the teacher’s use of space, and the usefulness of visualising this annotation through digital graphical methods. The notion of ‘structured informality’ in the classroom is proposed through data analysis of two teachers conducting similar lessons, but with apparently different pedagogical styles.

@article{doi:10.1080/0305764X.2012.676629, abstract = { The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is realised through the patterns of positioning and the directionality of movement, as well as the intersemiotic correspondences in the use of space with other semiotic resources (e.g. language, gesture and teaching materials). This paper investigates the different types of space in the classroom and their associated meanings. It also discusses an approach for annotating the teacher’s use of space, and the usefulness of visualising this annotation through digital graphical methods. The notion of ‘structured informality’ in the classroom is proposed through data analysis of two teachers conducting similar lessons, but with apparently different pedagogical styles. }, added-at = {2022-11-20T09:23:41.000+0100}, author = {Lim, F.V. and O’Halloran, K.L. and Podlasov, A.}, biburl = {https://www.bibsonomy.org/bibtex/28b05f205d828005d2e8d6008d4b04577/yish}, doi = {10.1080/0305764X.2012.676629}, eprint = {https://doi.org/10.1080/0305764X.2012.676629}, interhash = {c0cdf097416d122ff3300e8d43f6eade}, intrahash = {8b05f205d828005d2e8d6008d4b04577}, journal = {Cambridge Journal of Education}, keywords = {MMLA activity analytics classroom epistemic learning multimodal patterns practices spaces spatial}, number = 2, pages = {235-251}, publisher = {Routledge}, timestamp = {2022-11-20T09:25:20.000+0100}, title = {Spatial pedagogy: mapping meanings in the use of classroom space}, url = {/brokenurl# https://doi.org/10.1080/0305764X.2012.676629 }, volume = 42, year = 2012 }