Search results for: Klette Kirsti
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In this article the author argues for the need to bridge studies of teaching and learning with studies of the subject involved – to establish a conversation between didactics and classroom studies. An analytical design and framework able to bridge the teaching–learning gap needs to be developed. Emerging technologies in video/audio documentation provide one chain of investigations for bridging how different thematic patterns are linked to instructional activities and interaction formats in classrooms.
Updated: Feb. 03, 2008