Learning Culture and Social Interaction最新文献

Communities of practice in supporting collective sense-making for culturally nourishing schooling

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-03-11 DOI: 10.1016/j.lcsi.2025.100896

Rose Amazan , Sara Weuffen , Shanna Langdon , Tracy L. Durksen

引用次数: 0

Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-03-07 DOI: 10.1016/j.lcsi.2025.100895

Julia Katila , Enhua Guo , Asta Cekaite

{"title":"Shepherding the emotion: Embodied socialization of emotion in pediatric dental interactions","authors":"Julia Katila , Enhua Guo , Asta Cekaite","doi":"10.1016/j.lcsi.2025.100895","DOIUrl":"10.1016/j.lcsi.2025.100895","url":null,"abstract":"<div><div>In this study, we use video analysis of embodied interactions to examine the emergence of what we term <em>emotion socialization choreographies</em>—structured, embodied interactions that shape a patient's emotional displays and experiences. Our data comprise video recordings of authentic interactions from Chinese and Finnish pediatric appointments, involving patients aged six to 12 years, their caregiver(s), and healthcare professionals. We focus on the dynamics of embodied interaction and embedded emotion socialization, particularly in instances where patients exhibit a negative emotional response—such as crying—during dental procedures. Our findings reveal that through emotion socialization choreographies, the patient's body is guided by various tactile and verbal actions that influence how patients are expected to feel and express emotions to align with institutional behavior norms and allow dental procedures to proceed. We suggest that these moments are critical, as children are implicitly taught whether their emotional experiences and expressions are valued, through acts that either permit and validate or control and suppress them. Such orientations toward bodies and affective experiences at a micro-interactional level also impact how and what kinds of bodies and affective expressions are perceived as normatively appropriate in broader contexts.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"52 ","pages":"Article 100895"},"PeriodicalIF":2.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143562758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-02-19 DOI: 10.1016/j.lcsi.2025.100894

Sonya Nedovic, Marilyn Fleer, Prabhat Rai

{"title":"Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play","authors":"Sonya Nedovic, Marilyn Fleer, Prabhat Rai","doi":"10.1016/j.lcsi.2025.100894","DOIUrl":"10.1016/j.lcsi.2025.100894","url":null,"abstract":"<div><div>Research affirms that when parents play with their toddlers in imaginary scenarios, the play of these infants becomes more sophisticated. From a Vygotskian perspective, the development of imaginary play supports formation of conceptual thinking. However, the majority of Australian parents report low confidence in their ability to support play, and advocate the desire to receive education about how to achieve this. Community playgroup settings offer an opportunity for parent education to be delivered with over a third of Australian children enrolling in this institution before school entry age. Drawing upon a system of cultural historical concepts, this paper reports on how Fleer's Conceptual Playworlds (CPW), an evidence informed model for imaginary play involving adults and children to support conceptual development, was introduced as an intervention into playgroup practice. Over a 6 month period, researchers demonstrated how to implement the approach and recorded the family interactions of two toddlers aged 14 and 15 months. The data shows families engaged with new pedagogic practices supporting children's imaginary play in the collective. We report that as a result of this intervention, parents developed a motive orientation towards imaginary play which created conditions for toddlers to participate in collective imaginary play.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100894"},"PeriodicalIF":2.0,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143445179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-02-05 DOI: 10.1016/j.lcsi.2025.100892

Pengjin Wang , Chao Yang , Yuyao Tong , Gaowei Chen

{"title":"Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons","authors":"Pengjin Wang , Chao Yang , Yuyao Tong , Gaowei Chen","doi":"10.1016/j.lcsi.2025.100892","DOIUrl":"10.1016/j.lcsi.2025.100892","url":null,"abstract":"<div><div>In synchronous online environments, lesson delivery is restricted mainly to verbal (oral or spoken interactions, e.g., speaking using microphones) and visual (e.g., sharing PowerPoint slides) modes. Considering that classroom talk and visual display are essential semiotic sources, we investigated the synergy created by the combination of productive classroom talk and visual prompts to understand how teachers interact with students in a fully online environment. Multiple sources of data from two teachers and their students (<em>n</em> = 54) were triangulated, including student questionnaires, classroom talk transcripts, and teachers' visual prompts. We used questionnaire results to understand students' perception of classroom discourse, visualizations to uncover patterns in classroom talk, and multimodal conversation analysis to delve into the discrepancies between teacher's and students' situation definitions when encountering visual prompts. We found that, to a certain extent, the teachers effectively used productive classroom talk, and the students were discursively engaged in online lessons. Further, teachers' strategic use of talk helped build intersubjectivity during online lessons. The results suggest that teachers can leave space for dialogues by attending to students' cognitive processes and using productive talk moves to invite elaboration and reasoning. Additionally, teachers can design constructive tasks while reducing direct instruction in online lessons.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100892"},"PeriodicalIF":2.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Retraction notice to “The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts” [Learning, Culture and Social Interaction 40 (2023) 100715]

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100871

Hamed Abbasi Mojdehi, Abbas Ali Zarei

引用次数: 0

Navigating tensions between despair and hope - Arab teachers' perception in challenging situations in Jewish schools

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100878

Dolly Eliyahu-Levi , Avi Gvura

引用次数: 0

Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100881

Marie Rickert , Verena Platzgummer

引用次数: 0

Multimodality, embodiment, and language learning in bilingual early childhood education: Enskilment practices in a Swedish–English preschool

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100879

Olga Anatoli

{"title":"Multimodality, embodiment, and language learning in bilingual early childhood education: Enskilment practices in a Swedish–English preschool","authors":"Olga Anatoli","doi":"10.1016/j.lcsi.2024.100879","DOIUrl":"10.1016/j.lcsi.2024.100879","url":null,"abstract":"<div><div>Institutions of early childhood education and care (ECEC) constitute an important environment for children's learning and development, yet little is known about language-supportive interactions in ECEC settings beyond teacher-led educational activities or children's peer play. This study on a bilingual Swedish–English preschool draws attention to teacher–child interactions during transitional activities as a space for situated learning and enskilment in practical tasks, e.g., dressing or cleaning. Specifically, the study describes how teachers and young children (1–2- and 3–4-year-olds) participate in embodied instructional exchanges amid a one-teacher/one-language policy. The study is based on multimodal conversation analysis of video-recordings collected during ethnographic fieldwork in Sweden. The analysis reveals the teachers' embodied and verbal strategies for instructing and scaffolding children's actions, socializing the children in the institutional interactional routines, and modeling linguistic patterns in two languages. The analysis describes how young children participate in the enskilment practices as agentive members in the preschool as a community of practice and a language learning ecology. The study supports research on the connection between children's participation, the development of embodied skills, and language learning, and highlights the pedagogical value of mundane encounters in ECEC.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"50 ","pages":"Article 100879"},"PeriodicalIF":2.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100880

Auli Lehtinen, Emma Kostiainen, Piia Näykki

{"title":"Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality","authors":"Auli Lehtinen, Emma Kostiainen, Piia Näykki","doi":"10.1016/j.lcsi.2024.100880","DOIUrl":"10.1016/j.lcsi.2024.100880","url":null,"abstract":"<div><div>Pre-service teachers often hold idealistic or static views of socioemotional competence. More research is needed on their situated reflections and imagined futures. This study focuses on pre-service secondary teachers' situated and imagined views of the socioemotional and dialogical dimensions of becoming and being a teacher. The study took place within multidisciplinary collaboration, online teaching, and the COVID pandemic. Fourteen pre-service teachers' interviews were analyzed with reflexive thematic analysis, applying the concept of boundary crossing. Our findings indicated three boundaries: between (1) disciplines, (2) online and face-to-face practices, and (3) being a student and being a teacher. In their situated views, pre-service teachers crossed disciplinary boundaries in collaboration with the help of social cohesion, perceived a threshold in online interaction, and held a normative conception of talkativeness. In their imagined futures, they struggled to specify socioemotional competence, emphasized challenging situations as a boundary, and expressed dialogical and monological voices regarding teachers' competences. There were tensions at the boundary between situated and imagined views, indicating idealized beliefs. Implications include providing safe spaces and time for collaborative boundary crossing and critical reflection. Our study addresses teachers' socioemotional competence and dialogicality amid crises and further theorizes the boundary between the situated and the imagined.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"50 ","pages":"Article 100880"},"PeriodicalIF":2.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Informal learning experiences in the construction and development of professional teacher identity

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-31 DOI: 10.1016/j.lcsi.2025.100893

Jorge Chávez Rojas , Jaime Fauré , Juan Pablo Barril , Rodrigo Fuentealba Jara , Vanessa Valdebenito Zambrano , Jesús Almuna , Patricio Quezada-Carrasco , Paul Salter

{"title":"Informal learning experiences in the construction and development of professional teacher identity","authors":"Jorge Chávez Rojas , Jaime Fauré , Juan Pablo Barril , Rodrigo Fuentealba Jara , Vanessa Valdebenito Zambrano , Jesús Almuna , Patricio Quezada-Carrasco , Paul Salter","doi":"10.1016/j.lcsi.2025.100893","DOIUrl":"10.1016/j.lcsi.2025.100893","url":null,"abstract":"<div><div>This work is part of a larger research project that explores how professional teacher identity is constructed and developed. For the present study, we analysed 22 informal experiences. These experiences have been analysed in terms of their contribution to the formation of professional teacher identity. We designed a qualitative multiple case study in which semi-structured interviews were applied to 26 student teachers. We applied our own form of discourse analysis based on certain discursive markers. Our main findings are that identity change occurs not only through traditional formal experiences, but also through informal experiences and interactions between the two. We propose the importance of what we term informal experiences in establishing connections and driving the formation and development of identity. Finally, we suggest that professional teacher identity serves as an ‘adhesive’ that unites the various learnings achieved in different contexts over time. We conclude with a discussion in which we propose that identity should be considered an interconnected and subjective phenomenon, rather than a personal resource. We also propose that identity is connected to dialogic aspects involving a sense of collaboration and participation, and that these can be transferred from informal contexts to formal contexts.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100893"},"PeriodicalIF":2.0,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0