An Investigation of Curriculum Genre Using Rose (2014) Pedagogic Exchange Model

Abstract

Classroom learning consists of a variety of pedagogic relations including teachers and learners' interactions, inclusions and exclusions of learners and evaluations. The purpose of this paper was to comprehensively examine the nature of these interactions using Rose (2014) pedagogic exchange model. The researchers qualitatively investigated the interactions of an experienced male EFL teacher with their students within their classrooms. The results revealed that the teacher acted and transmitted knowledge, included and excluded students, initiated, anticipated and responded. It was also found that the learners played a determining role in shaping pedagogic discourse. These results may have some implications for language teachers and teacher educators.