Abstract

The paper adopts a double perspective to analyse an educational situation. Specifically, we have analysed the interactions of a 6th year Primary Education teacher with her students using, on the one hand, the Interactivity system of analysis and the construction of systems of shared meaning created by Coll, Colomina, Onrubia, and Rochera, (1992) and, on the other hand, the Interaction system of analysis devised by Sanchez, Rosales, and Suárez (1999). The aim of this double analysis is to study differences and similarities between the two Systems applied to educational practice. Thus we present the procedure followed in each system of analysis, measures employed, and the prototypical results obtained. The results of this comparison show to us that even though clear the basic aims might be the same, there are clear differences between the two procedures. These differences affect both what is studied and how it is studied. © 2006 by Fundación Infancia y Aprendizaje.