Can we quantify the stability of a teaching?

Abstract

Our research proposes to show how we can quantify the stability of teaching, by refining a classical model of Activity Theory. Videotaped lessons of a model on energy chain, from two French 5^th grade classes with the same teacher, were analysed in order to assess the percentage of stability as to: (i) realised subtasks and duration (ii) communicated themes and (iii)used semiotic resources. Using a self-designed scale, we show that these three-layered practices of the teacher ranged from stable to strongly stable.