Characteristics of the use of curricular material in teacher-student interaction

The work falls within the sociocultural approach to development and learning. Its theoretical frame is based on a constructivist perspective to teaching and learning, and its contributions help characterize educational intervention—such as individualized help—and the mechanisms involved. The paper analyses a didactic sequence consisting on eight Social Science lectures given by two Secondary school teachers using the same curricular material and lecture plan. Analysis of the didactic sequences reveal different types of interactions which serve different functions: organization-transition, control, and providing information and practice. Differences and similarities were found in the teachers' teaching styles. The results show that curricular material strongly conditions teaching styles. Its effect on students is mediated by the particular characteristics of joint interaction in the classroom. © 1997, Taylor and Francis Group, LLC.