How the Teacher Promotes Awareness Through the Use of Resources and Semotic Means of Objectification

This article presents some preliminary results from a wider research that analyzes the practice of expert and novice teachers from a socio-cultural approach and the use of resources through the networking of theories. The data analyzed here correspond to the transcriptions of video recordings of two physics teachers of grade 11 (expert and novice), in original teaching settings. The discussion focuses on determining how the two teachers' practices are different from the other, based on the use of semiotic means of objectification and resources (physical and conceptual). The aim is to promote the awareness of conceptual meanings. The results show significant differences between the way in which the teachers produce meanings in the classroom and the use of resources.