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

Classroom learning consists of a variety of pedagogic relations including teachers and learners’ interactions, inclusions and exclusions of learners and evaluations. To obtain a full-fledged picture of classroom learning, we need to scrutinize the interactions occurring among the participants. The purpose of this paper was to comprehensively examine the nature of these interactions using Rose (2014) pedagogic exchange model. The model consisted of knowledge and action exchanges. The researchers qualitatively investigated the interactions of an experienced and an inexperienced female EFL teachers with their students within their classrooms. The results revealed that these teachers acted and transmitted knowledge, included and excluded students, initiated, anticipated and performed differently from each other in their classrooms. The results provided researchers with an enlightening pattern of knowledge making and transmission within foreign language classroom. These results may have some implications for language teachers and teacher educators.