Interacción en el aula y formación inicial del profesorado: Hacia la construcción compartida del conocimiento educativo

Abstract

The aim of this article is to show the importance of creating class sequences that encourage student interaction through the shared construction of the aim of knowledge and promoting exploratory talk in the context of teacher training. The mechanisms that help educational learning construction among equals, creating cooperative learning areas, are shown through the conversational analysis of two segments of interaction from different educational levels involved in initial teacher training. It proposes new teaching styles for teachers based on a sociocultural learning concept, which can easily be incorporated into their future professional teaching practice in the classroom.

Keywords

• oral interaction in the classroom
• university teaching practice
• initial teacher education
• conversation analysis