Reading School: Teaching and the Educational Environment From a Semiotic Perspective

Thomson, Eleanor (1990) Reading School: Teaching and the Educational Environment From a Semiotic Perspective. MLitt(R) thesis, University of Glasgow.

Abstract

School, teaching, and the educational environment (including the physical surroundings and use of space in classrooms), are viewed in this thesis as a complex and dynamic milieu which is capable of generating meaning to children. Implicit in this notion of a complex milieu is the assumption that learned social and cultural knowledge play a major part in the generation of meaning in school, serving to both explain and reinforce school meaning. The theoretical basis for this perspective is semiotics, the study of signs and sign systems. The thesis is divided into four main parts which deal, respectively, with semiotics and communication (the subject matter of Chapters One and Two), and teaching and teacher training (the subject matter of Chapter Three.) It is suggested that the video which accompanies this thesis, What do YOU Mean?, produced for the Scottish Education Department and intended for in-service teacher training, should be referred to when reading this section of the thesis. The fourth part concerns the educational environment (the subject-matter of Chapter Four). The thesis is exploratory in nature and the hope is expressed that it will encourage further exploration.

• Item Type: Thesis (MLitt(R))
• Qualification Level: Masters
• Keywords: Teacher education
• Date of Award: 1990
• Depositing User: Enlighten Team
• Unique ID: glathesis:1990-78006
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 30 Jan 2020 15:44
• Last Modified: 30 Jan 2020 15:44
• URI: https://theses.gla.ac.uk/id/eprint/78006