Learning Culture and Social Interaction最新文献

Learning from our struggles as formative intervention researchers through critical incidents: A self-study of two teacher educators 通过关键事件从我们作为形成性干预研究者的斗争中学习：两位教师教育工作者的自学

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-02-05 DOI: 10.1016/j.lcsi.2026.100990

Sharon Chang , Monica Lemos

{"title":"Learning from our struggles as formative intervention researchers through critical incidents: A self-study of two teacher educators","authors":"Sharon Chang , Monica Lemos","doi":"10.1016/j.lcsi.2026.100990","DOIUrl":"10.1016/j.lcsi.2026.100990","url":null,"abstract":"<div><div>Ongoing quality critical reflection is required for qualitative educational researchers to attend to their own reflexivity. This self-study is an examination of two formative intervention researchers who are both teacher-educators conducting Change Laboratory (CL) work in the United States (first author) and formative intervention in Brazil (second author). The first author adapted and employed the CL methodological framework as a professional learning course lab to work with preservice teachers. The second author explored formative intervention practices with in-service teachers. Both formative interventions were intended to support the participants' teacher development as they engaged in their practices. Using analytical narrative vignettes generated from the critical incidents, the authors identified three pairs of individual-collective dialectical tensions, as understood in cultural-historical activity theory: the planning nature of volitionality and vulnerability, the implementation stage of fear and hope, and the reflective stance of the puzzled and the patched. Finally, the implications of using self-study in formative intervention methods were addressed. To conclude, externalizing dialectical tensions in critical incidents is a psychological task that formative intervention researchers can undertake to increase reflexivity.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100990"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173288","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

Mapping and presenting a day in a group's life: Visualizing collaborative practice in Problem-Based Learning 绘制和呈现小组生活中的一天：基于问题的学习中的可视化协作实践

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-02-03 DOI: 10.1016/j.lcsi.2026.100988

Jacob Davidsen , Jonte Bernhard

{"title":"Mapping and presenting a day in a group's life: Visualizing collaborative practice in Problem-Based Learning","authors":"Jacob Davidsen , Jonte Bernhard","doi":"10.1016/j.lcsi.2026.100988","DOIUrl":"10.1016/j.lcsi.2026.100988","url":null,"abstract":"<div><div>Between the pedagogical visions of Problem-Based Learning (PBL) and the detailed studies of interaction in problem-solving activities lies a fertile ground for mapping and presenting how groups of students work together over longer periods of time. This paper investigates students' collaborative practice through spatio-temporal diagramming in a PBL setting within engineering education. Drawing on a longitudinal video ethnographic study of architecture and design students at Anonymous University, we examine how activities in group work unfold across an entire working day. By adopting interaction analysis, we develop spatio-temporal visual diagrams to capture how students fluidly shift between individual work, dyadic engagements, and full-group collaboration across different spatial configurations. Our findings reveal that the students' work processes in PBL are not static, nor following predefined pedagogical scripts, but that the processes and practices are temporally evolving, contextual and deeply embodied, challenging conventional dichotomies between collaboration and cooperation. We argue for middle-ground analytical approaches that link micro-analytic snapshots of interaction and pedagogical visions of PBL to represent the nuanced and emergent nature of collaborative practice over time.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100988"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173424","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

Rethinking failure as a site for epistemic empathy for educators 重新思考失败作为教育工作者认知同理心的场所

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-02-12 DOI: 10.1016/j.lcsi.2026.100987

Amber Simpson , Jubie Tan , Lauren Penney , Alice Anderson , Adam V. Maltese

{"title":"Rethinking failure as a site for epistemic empathy for educators","authors":"Amber Simpson , Jubie Tan , Lauren Penney , Alice Anderson , Adam V. Maltese","doi":"10.1016/j.lcsi.2026.100987","DOIUrl":"10.1016/j.lcsi.2026.100987","url":null,"abstract":"<div><div>While failure is often framed as a learner-centered experience, less is known about how educators emotionally and cognitively experience failure in the context of teaching—particularly in non-formal environments like museums. In this study, we examine how museum educators make sense of failure during STEM-focused activities and how these reflections contribute to the development of <em>epistemic empathy</em>, the capacity to understand and value others' intellectual and emotional experiences in knowledge construction. Drawing on video-based recordings of reflective professional development sessions across 13 U.S. museums, we employed a naturalistic inquiry approach to analyze how 76 educators discussed moments of failure involving both themselves and learners. Findings highlight how educators engaged in perspective-taking, surfaced shared vulnerabilities, and reframed failure through emotional and relational lenses. We suggest that moments of failure provide fertile ground for epistemic empathy, creating conditions for reflection and perspective-taking. In doing so, we reconceptualize epistemic empathy as a professional disposition that encompasses not only learners but also peers, caregivers, and oneself.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100987"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173290","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

[Re]framing learning labor in a teacher education: Identity, activity, and pedagogical flexibility 教师教育中的学习劳动框架：身份、活动和教学灵活性

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-01-19 DOI: 10.1016/j.lcsi.2026.100984

Kevin R. Magill , Camille S. Talbert , Victoria Davis Smith , Lakia M. Scott

{"title":"[Re]framing learning labor in a teacher education: Identity, activity, and pedagogical flexibility","authors":"Kevin R. Magill , Camille S. Talbert , Victoria Davis Smith , Lakia M. Scott","doi":"10.1016/j.lcsi.2026.100984","DOIUrl":"10.1016/j.lcsi.2026.100984","url":null,"abstract":"<div><div>This article examines how identity-rooted limited situations affected teaching and learning in a diversity, equity, and inclusion (DEI) course. Participants, a White male teacher and a biracial female student, in a class of predominantly White female students, navigated planned and spontaneous activities within ideologically infused learning spaces to help them move past their biographical limit situations. Using qualitative case study methods, including observation, reflective journaling, and unstructured interviews, data were collected to illustrate how the participating educators co-labored to develop intellectual solidarity for transformational learning. Intellectual solidarity emerged as praxis for a more justice-oriented community, focused on collaborative learning both inside and outside the formal classroom, through dialogical exchanges, flexible pedagogy, and by centering on student agency. Participants learned across identities to transform classroom learning by challenging the assumptions of formalized teacher education structures.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100984"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023530","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

“Preschool complements home; home complements preschool”: Immigrant parents, teachers, and community intercultural mediators in interaction “幼儿园是家庭的补充；“家庭补充学前教育”：移民父母、教师和社区跨文化中介在互动中的作用

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-02-06 DOI: 10.1016/j.lcsi.2026.100985

Mila Schwartz , Orit Dror , Asnat Dor

{"title":"“Preschool complements home; home complements preschool”: Immigrant parents, teachers, and community intercultural mediators in interaction","authors":"Mila Schwartz , Orit Dror , Asnat Dor","doi":"10.1016/j.lcsi.2026.100985","DOIUrl":"10.1016/j.lcsi.2026.100985","url":null,"abstract":"<div><div>This ethnographic case study aimed to explore the perceptions of parents, teachers, and intercultural mediators regarding the interactions between immigrant parents and teachers of one preschool in an Israeli town characterized by linguistic and cultural diversity. Most research has focused on the views of one group: teachers, parents, or mediators. However, when immigrant parents and mediators voice their perceptions, they can significantly contribute to preschool language education policy. The study is grounded in several theoretical constructs: home-preschool continuity, model of parental involvement, language education and family language policies, linguistically and culturally responsive teaching, and inclusive education. The data sources included interviews with parents and intercultural community mediators from the Bnei Menashe immigrant community, teachers, and classroom observations at a selected preschool. Theory-informed thematic analysis resulted in three themes: (1) Parental expectations, (2) Patterns of communication between teachers and parents, and (3) “The preschool complements the home, and the home complements the preschool.” The observed pattern of teacher–parent interaction was characterized as “connecting.” Both teachers and parents have realistic expectations about objective barriers to parental involvement. The mediators' voices shed light on how the Bnei Menashe community is collectively organized around questions of language policy, education, and cultural belonging.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100985"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173289","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

Contradictions and tensions in EFL learners' writing agency: An activity theory perspective 英语学习者写作能动性中的矛盾与紧张：一个活动理论的视角

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-01-19 DOI: 10.1016/j.lcsi.2026.100983

Lei Zhang , Junping Lu

{"title":"Contradictions and tensions in EFL learners' writing agency: An activity theory perspective","authors":"Lei Zhang , Junping Lu","doi":"10.1016/j.lcsi.2026.100983","DOIUrl":"10.1016/j.lcsi.2026.100983","url":null,"abstract":"<div><div>This study examines how EFL learners in mainland China enact writing agency in academic English writing, employing activity theory to foreground contradictions as developmental catalysts. A qualitative multiple-case study was conducted over six months, involving interviews, reflective artifacts, and draft histories from three participants across disciplines. Findings reveal that agency manifested through three interconnected domains: strategic tool mediation, discursive reconstruction, and research design decision-making. Participants encountered contradictions at four systemic levels—primary (tool-competence gaps), secondary (rules-identity tensions), tertiary (novice-expert practice transitions), and quaternary (cross-course resource conflicts)—which catalyzed expansive learning rather than impeding development. Resolution strategies included mediational expansion, conceptual reframing, systematic convention internalization, dialogic feedback transformation, methodological hybridization, layered genre transformation, boundary negotiation across systems, and strategic translanguaging practices. These processes converted systemic tensions into durable capabilities and expanded repertoires. The study contributes a relational, distributed account of writing agency that reframes contradictions as engines of development.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100983"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023529","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

Encouraging children's voices in early childhood education and care: Types of dialogic interaction based on photo elicitation 在幼儿教育和护理中鼓励儿童发声：基于图片启发的对话互动类型

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-01-29 DOI: 10.1016/j.lcsi.2026.100982

Heli Muhonen , Mimmu Sulkanen , Anne-Elina Salo , Maarit Alasuutari

{"title":"Encouraging children's voices in early childhood education and care: Types of dialogic interaction based on photo elicitation","authors":"Heli Muhonen , Mimmu Sulkanen , Anne-Elina Salo , Maarit Alasuutari","doi":"10.1016/j.lcsi.2026.100982","DOIUrl":"10.1016/j.lcsi.2026.100982","url":null,"abstract":"<div><div>Research is needed on how to encourage children's voices in early childhood education and care (ECEC). Photography is a child-friendly method to support children expressing their views regarding their lives in ECEC. However, little is known about the types of dialogic interactions photo elicitation can produce when children engage in small group discussion about the photos they have taken. We investigated what types of dialogic interaction, based on photo elicitation, can be identified in ECEC small group discussions, and how the different types of dialogic interaction contribute to encouraging children's voices. The study involved 13 Finnish ECEC groups with a total of 107 five-year-old children. The children took photographs regarding their everyday lives in ECEC, and afterwards, teacher-led small group discussions were organised for the children to discuss the photos. A qualitative analysis of the transcribed discussions identified four types of interaction: <em>individual interview</em>, <em>group interview</em>, <em>child-centred dialogue</em> and <em>teacher-directed dialogue</em>. The findings show that photo elicitation is particularly effective in generating initiation–response–feedback interactions. In the individual interview and teacher-directed dialogue types especially, the teacher's active questioning and scaffolding supported children in thoroughly sharing their past and present experiences and views, as well as in engaging with future aspirations.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100982"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078544","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

The construction of teacher meaning-making when teaching difficult histories: A study of teacher talk in a teacher professional development 困难历史教学中教师意义建构：教师专业发展中的教师话语研究

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-02-03 DOI: 10.1016/j.lcsi.2025.100973

Yonghee Suh , Brian J. Daugherity , Joseph R. Smith

{"title":"The construction of teacher meaning-making when teaching difficult histories: A study of teacher talk in a teacher professional development","authors":"Yonghee Suh , Brian J. Daugherity , Joseph R. Smith","doi":"10.1016/j.lcsi.2025.100973","DOIUrl":"10.1016/j.lcsi.2025.100973","url":null,"abstract":"<div><div>This study reports how five secondary U.S history teachers negotiated the meaning(s) of teaching a difficult history (the history of school desegregation), and interacted with their colleagues in the context of two inquiry-based professional development programs. The primary data source is video recordings of small group sessions during which each teacher presented initial lesson ideas and received feedback from fellow teachers; additional data including application essays, lesson plans, pre-/post-surveys, and field notes from class observations were used to triangulate the findings. To discover the meanings that teachers constructed during these discussions, Gee and Green's (1998) framework of social building tasks, and two conceptual orientations of teaching history (disciplinary literacy and critical pedagogy), guided our empirical analysis. Our findings show the five teachers, regardless of their inclinations toward disciplinary literacy or critical pedagogy, utilized community sources to create a historical relevance for students, and constructed inquiry-based activities to engage students and examine the effectiveness of the <em>Brown v. Board of Education</em> decision. Each teacher, however, depending on their conceptual orientation, constructed substantially different meanings of student identity, the realities of school desegregation, and the historical connections between school desegregation and the present. Implications for researching and teaching difficult histories in in-service and pre-service teacher education are discussed.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100973"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173287","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

Being recognized, becoming a learner: A comparative analysis of teacher actions and student experiences in Chile 被认可，成为学习者：智利教师行为与学生经验的比较分析

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-04-01 Epub Date: 2026-01-05 DOI: 10.1016/j.lcsi.2025.100971

María P. Olivos, Anna Engel

{"title":"Being recognized, becoming a learner: A comparative analysis of teacher actions and student experiences in Chile","authors":"María P. Olivos, Anna Engel","doi":"10.1016/j.lcsi.2025.100971","DOIUrl":"10.1016/j.lcsi.2025.100971","url":null,"abstract":"<div><div>In an increasingly interconnected world where information is readily accessible and continuously evolving, schools play a vital role in equipping students to learn across diverse contexts of participation. The concept of Learner Identity has emerged as a valuable lens for fostering this competence, positioning teacher recognition as a central mechanism through which students construct meanings about themselves as learners. Existing literature suggests that a positive Learner Identity may support learning across varied contexts. Building on this line of research, this qualitative single-case study examines a primary teacher's acts of recognition toward her students during a Tutoring practice in a Chilean school. The findings indicate that many of the teacher's actions were interpreted and internalized by students as meaningful sources of recognition, shaping their self-perceptions as learners and contributing to the construction of their Learner Identities. Taken together, the findings suggest that alignment between teacher actions and students' experiences of recognition does not operate on a strict one-to-one basis, but rather tends to emerge through sustained patterns of recognition over time. Although the study focuses on a single teacher in one learner-driven school, the interpretive mechanisms of recognition identified offer cautiously transferable insights for teaching practice and teacher education. Attending to recognition-based approaches that foreground the quality and structure of classroom interaction may therefore support the development of Learner Identity as a foundational resource through which students' construct meanings about themselves as learners.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"57 ","pages":"Article 100971"},"PeriodicalIF":1.8,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145898044","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

How do social dramas affect human development? A dialectical proposal from cultural-historical theory 社会戏剧是如何影响人类发展的？文化历史理论的辩证建议

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-02-01 Epub Date: 2025-12-29 DOI: 10.1016/j.lcsi.2025.100972

Raul Gomes Almeida , Nikolai Veresov

引用次数: 0