Learning Culture and Social Interaction最新文献_第2页

Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care 框架中的框架：幼儿教育和护理的语言民族志研究、教育和游戏

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 双语幼儿教育中的多模态、具体化和语言学习：瑞典-英语学龄前儿童的英语技能培养实践

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}

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Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality 跨越边界——职前教师对社会情感能力和对话能力的情境和想象观点

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 非正式学习经历在专业教师身份建构与发展中的作用

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

Recruiting help in everyday research work: Epistemic stance taking and accountability in interaction 在日常研究工作中招募帮助：相互作用中的认识论立场和责任

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-28 DOI: 10.1016/j.lcsi.2025.100890

Fabíola Stein

{"title":"Recruiting help in everyday research work: Epistemic stance taking and accountability in interaction","authors":"Fabíola Stein","doi":"10.1016/j.lcsi.2025.100890","DOIUrl":"10.1016/j.lcsi.2025.100890","url":null,"abstract":"<div><div>This study examines how novice researchers (master's and PhD students) independently initiate knowledge sharing and instructional activities in the midst of everyday research work. Approaching such activities as instances of help recruitment, the study draws on multimodal conversation analysis to describe how novices mobilize assistance from more experienced peers and supervisors. The interactional data was generated at a Physical Chemistry research program of a Swedish university, and consists of video-recordings of different spontaneous interactions at laboratories and shared offices, including a supervision meeting. The study focuses on recruitment sequences where help seekers refrain from displaying full lack of knowledge or skill. The analyses show how novices (1) use particular framings, such as “quick question”, and confirmation requests to particularize the scope of their problems and mitigate unknowing stances; (2) legitimize their requests for assistance by addressing their shared history with the recipient party; and (3) withhold direct requests in favor of producing accounts and displaying limited epistemic access, as if to “fish” for help. Through these methods, help seekers accountably frame and design their requests finely modulating epistemic stances, while constructing and upholding themselves as potential members of the scientific workplace, i.e., as researchers in training who need assistance at specific moments and regarding particular problems. By uncovering the intricate ways in which epistemic stance taking and issues of accountability relate to the accomplishment of help recruitment, the study also shows how novices address matters of autonomy and competence within apprenticeship situations.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100890"},"PeriodicalIF":2.0,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177688","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

Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education 突出实践与对话：探讨在线教师教育中基于模拟的学习

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-24 DOI: 10.1016/j.lcsi.2025.100889

Lynn Dittrich , Toril Aagaard , Astrid Camilla Wiig

{"title":"Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education","authors":"Lynn Dittrich , Toril Aagaard , Astrid Camilla Wiig","doi":"10.1016/j.lcsi.2025.100889","DOIUrl":"10.1016/j.lcsi.2025.100889","url":null,"abstract":"<div><div>The aim of this study is to examine the potential of simulations for supporting professional learning opportunities in teacher education. Specifically, we investigate how students enact and analyse core practices in a simulated setting when teaching fractions at the fifth-grade level. The data consists of 160 minutes of video footage in which fifteen pre-service teachers at a Norwegian university either practised teaching in a simulation or served as peer observers. Analytically, we apply interaction analysis to the data to explore how the students engaged in both specific and general core practices. The findings show that simulation training including debriefing facilitates the enactment and critical analyses of various core practices such as creating a productive learning environment and strategically redirecting off-task behaviour. Additionally, the findings show that the pedagogical potential of simulation-based learning lies in the interaction that unfolds between the participants namely, the support of the interactor who scaffolds enactment and the educator who facilitates the students' reflective analysis of teaching through specific dialogic moves. Simulation-based learning is thus suggested as an appropriate supplement for training pre-service teachers, preparing them for future professional work.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100889"},"PeriodicalIF":2.0,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143175523","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

Teaching and learning argumentative writing as critical thinking in an EFL composition classroom 议论文写作在英语作文课堂中的教学与学习

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-22 DOI: 10.1016/j.lcsi.2025.100891

Qian Wang , George E. Newell

{"title":"Teaching and learning argumentative writing as critical thinking in an EFL composition classroom","authors":"Qian Wang , George E. Newell","doi":"10.1016/j.lcsi.2025.100891","DOIUrl":"10.1016/j.lcsi.2025.100891","url":null,"abstract":"<div><div>Despite the valuable contributions of research on teaching pre-set structures of argumentative writing to foster understanding of argumentation in English as Foreign Language (EFL) contexts, structural approaches alone may not provide students with the necessary flexibility as writers, readers, and thinkers. One response to this challenge is to employ critical thinking, which involves an approach to teaching and learning argumentative writing that encourages students to take critical positions in their writing, supported by relevant and cogent evidence. This study examines how an EFL teacher interprets and integrates critical thinking into argumentative writing instruction. Grounded in a theoretical framework that views argumentation from a social perspective, this study considers the social practices and interactional dimensions involved in learning to read and write. Through microethnographic discourse analysis, the study demonstrates how the instructor views critical thinking as the process of identifying and solving problem in argumentative writing and how the teacher employs targeted questions, peer discussions, and inquiry-based analysis to help students learn to argue. These findings may have important implications for argumentative writing pedagogy and writing teacher education in EFL settings, emphasizing the significance of integrating critical thinking skills into instruction to enhance students' ability to engage effectively in argumentation.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"51 ","pages":"Article 100891"},"PeriodicalIF":2.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177689","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

Laughing together in supervision interaction 在监督互动中一起欢笑

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-01-21 DOI: 10.1016/j.lcsi.2025.100888

Zhiying Jian

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Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning 调查高中学习者在协作学习过程中对共同调节和社会共享调节的贡献

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-22 DOI: 10.1016/j.lcsi.2024.100870

Sara Ahola, Jonna Malmberg, Hanna Järvenoja

{"title":"Investigating upper-secondary school learners' contributions in co-regulation and socially shared regulation during collaborative learning","authors":"Sara Ahola, Jonna Malmberg, Hanna Järvenoja","doi":"10.1016/j.lcsi.2024.100870","DOIUrl":"10.1016/j.lcsi.2024.100870","url":null,"abstract":"<div><div>The participation of group members is vital in collaborative learning (CL) to achieve a shared goal. When challenges are inevitably faced during CL, retaking control of the shared learning processes calls for group members' regulatory contributions. Yet, research on how learners contribute to group-level regulation is limited. To understand how regulation manifests in collaborative group contexts, there is a need to understand the role that individual learners' contributions play. Therefore, the current study aims to explore how learners contribute to regulation in an authentic face-to-face CL setting. The study participants comprised 94 seventh graders. The context of the study was a physics course where participants were videotaped during their collaborative work across four 90-min lessons. Thirteen different contributions were identified based on detailed qualitative video analysis. The results from process models show that co-regulation of learning (CoRL) and socially shared regulation of learning (SSRL) episodes commonly initiated in a similar manner and shared the most typical path in terms of the contributions. However, differences emerged, highlighting the central roles of guiding and following in CoRL, and sharedness and co-construction in SSRL. The study sheds light on how learner contributions should be considered while trying to understand regulation among CL groups.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100870"},"PeriodicalIF":2.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142699915","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

A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room 在幼儿活动室的共同注意互动中，研究同伴对教育者-婴儿同步性的动态系统影响

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2024-11-14 DOI: 10.1016/j.lcsi.2024.100868

Sarah Jacobson , Sheila Degotardi , Naomi Sweller

{"title":"A dynamic systems examination of the impact of peers on educator–infant synchrony within joint attention interactions in an early childhood room","authors":"Sarah Jacobson , Sheila Degotardi , Naomi Sweller","doi":"10.1016/j.lcsi.2024.100868","DOIUrl":"10.1016/j.lcsi.2024.100868","url":null,"abstract":"<div><div>Joint attention is a crucial component of quality practice in infant–toddler early childhood education. Joint attention defines a social interaction in which infant and caregiver coordinate attention to engage with an object of interest. Mutual responsiveness within coordinated and creative joint action supports language and cognitive development. However, most joint attention research involves mother–infant dyads in laboratory playrooms or home environments with few distractions. Limited research in early childhood centres suggests joint attention is difficult to sustain in group settings. This study used a dynamic systems approach to operationalise educator–infant synchrony within dyadic and group joint attention interactions. Mutual responsiveness was coded as dyadic co-regulation states. Quantitative analysis of educator–infant co-regulation in relation to number of peers present identified symmetrical co-regulation as the preferred state of the system; however, its strength as an attractor diminished as group size increased. State space grid analysis of temporal dynamics within each interaction provided a more nuanced understanding of peers as perturbations. The structure of group activities and how educators divided their attention among infants were also influential factors. Increasing educators' awareness of the micro-dynamics of joint attention can enhance their ability to provide opportunities for collaborative learning experiences.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"49 ","pages":"Article 100868"},"PeriodicalIF":2.0,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660255","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