Welcome to the InfoSci Platform
Dealing With Unexpected Situations in the Classroom: Evidence From Multimodal Narratives of Teaching Practices

Dealing With Unexpected Situations in the Classroom: Evidence From Multimodal Narratives of Teaching Practices

Ana Edite Cunha, Cristina Marques
Copyright: © 2019 |Pages: 16
ISBN13: 9781522585701|ISBN10: 1522585702|ISBN13 Softcover: 9781522585732|EISBN13: 9781522585718
DOI: 10.4018/978-1-5225-8570-1.ch003
Cite Chapter Cite Chapter

MLA

Cunha, Ana Edite, and Cristina Marques. "Dealing With Unexpected Situations in the Classroom: Evidence From Multimodal Narratives of Teaching Practices." Multimodal Narratives in Research and Teaching Practices, edited by J. Bernardino Lopes, et al., IGI Global, 2019, pp. 64-79. https://doi.org/10.4018/978-1-5225-8570-1.ch003

APA

Cunha, A. E. & Marques, C. (2019). Dealing With Unexpected Situations in the Classroom: Evidence From Multimodal Narratives of Teaching Practices. In J. Lopes, M. Viegas, & J. Pinto (Eds.), Multimodal Narratives in Research and Teaching Practices (pp. 64-79). IGI Global. https://doi.org/10.4018/978-1-5225-8570-1.ch003

Chicago

Cunha, Ana Edite, and Cristina Marques. "Dealing With Unexpected Situations in the Classroom: Evidence From Multimodal Narratives of Teaching Practices." In Multimodal Narratives in Research and Teaching Practices, edited by J. Bernardino Lopes, Maria Clara Viegas, and José Alexandre Pinto, 64-79. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8570-1.ch003

Export Reference

Mendeley
Favorite

Abstract

This chapter examines teachers' practices in dealing with unexpected situations (USs) in the classroom and students' reactions to these practices. This study analyzes the multimodal narratives (MNs) of the classes of five teachers: three from basic education and two from higher education. The results show that the teachers identified USs and most of the time acted in a way to solve the problem by interacting with their students. This interaction took a variety of forms. The students reacted to these teachers' practices in different ways: clarifying their ideas and concepts, establishing links between ideas and/or concepts, answering or taking the initiative autonomously, correctly performing a task or solving a problem, and/or becoming more involved/active in their learning. In cases in which teachers did not act on the US, the students did not understand the task or took a passive attitude toward learning.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.