Dissention and distress in a cognitive apprenticeship in reading

Abstract

Abstract A qualitative case study was conducted to explore and theorize a foundering, unfriendly cognitive apprenticeship in reading between a college student and a child. Assumptions of benevolence in social constructivist pedagogical practices were explored as the following research questions were addressed: (1) Why did the cognitive apprenticeship fail? and (2) What is the relevance of the interpersonal relationship to a cognitive apprenticeship? A model incorporating relevant issues such as communication, power, trust, identities, and relevance is presented and discussed within an interpretation of this case study.