A multimodal approach in the analysis of teacher-students’ interactions

Abstract

Taking into account a few studies accomplished about teaching practice in the classroom scenario, we aim at analyzing how the real teaching work is constituted. In order to achieve it, the main goal of this paper is raising up a new possibility of analysis in teacher-students interactions, in a multimodal perspective (considering discourse, talk in interaction and gesture dimensions), which allows us to see the co-construction of effective social actions in the classroom. We aimed at checking the concrete professional action in the interactions, and the access to this “concrete work” is achieved by the analysis of the interactions occurred in this work, because the teaching action is constituted in these interactions.