Learning Culture and Social Interaction最新文献_第8页

Unpacking EFL teachers' agency enacted in nested ecosystems in developing regions of Southern China 解析南方欠发达地区巢式生态系统中外语教师代理行为

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-11-09 DOI: 10.1016/j.lcsi.2023.100775

Qi Zhang , Yi Liu , Jian-E Peng

引用次数: 0

Facilitating Participation in Second Language Remote Meetings 促进第二语言远程会议的参与

3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-26 DOI: 10.7146/si.v6i4.136942

Lari Kotilainen, Tuire Oittinen, Salla Kurhila, Inkeri Lehtimaja

引用次数: 0

Student-centredness in physics laboratory teaching sessions 以学生为中心的物理实验教学

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-24 DOI: 10.1016/j.lcsi.2023.100773

Sami Lehesvuori , Antti Lehtinen , Raija Hämäläinen , Jussi Maunuksela , Pekka Koskinen

{"title":"Student-centredness in physics laboratory teaching sessions","authors":"Sami Lehesvuori , Antti Lehtinen , Raija Hämäläinen , Jussi Maunuksela , Pekka Koskinen","doi":"10.1016/j.lcsi.2023.100773","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100773","url":null,"abstract":"<div><p>There is a call for more interactive and student-centred pedagogy in higher education. This also concerns physics laboratory work, where student investigations are too often passive repetitions of close-ended tasks with little guidance from teaching assistants. To address this gap, a laboratory course was designed to enhance active student participation and interaction between students and teaching assistants. A seminal part of the course was the whole-class teaching sessions within which students had the opportunity to reflect on and orientate towards experimental work. Whole-class teaching sessions of four physics laboratory teaching assistants were carefully explored to determine how student-centredness was apparent during these sessions. Particular attention was given to the interactions and communication between teacher assistants and students. The results revealed different ways in which student-centredness can be facilitated in physics laboratory settings through communication, including dialogic elements. These elements consisted of eliciting students' ideas and explicitly linking their experiences to the discussions. Teacher assistants with a pedagogical background implemented dialogic communicative approaches when orchestrating instructional dialogue and linking different activities. Implications for teacher assistant training are discussed.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100773"},"PeriodicalIF":1.9,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2210656123000892/pdfft?md5=1760ad7974e4632052a8207c591d9573&pid=1-s2.0-S2210656123000892-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92017999","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

Privileged discourses, teacher agency and alternative subjectivities: Analyzing Janus-faced character of English language pedagogy 特权话语、教师代理与替代主体性——浅析英语教学学的Janus面孔特征

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-20 DOI: 10.1016/j.lcsi.2023.100772

Waqar Ali Shah

{"title":"Privileged discourses, teacher agency and alternative subjectivities: Analyzing Janus-faced character of English language pedagogy","authors":"Waqar Ali Shah","doi":"10.1016/j.lcsi.2023.100772","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100772","url":null,"abstract":"<div><p>The present study examines English language pedagogy as a Janus-faced phenomenon based on interviews with 40 English language teachers in one province of Pakistan. The study draws on Foucault's writings on power relations and agency. The findings suggest that besides disciplinary techniques of surveillance and examination, states of domination maintained through officially sanctioned discourses and apparatuses, teachers also seem to exercise their agency by engaging in struggles against the institutionalized discourses that underpin the very existential question, e.g., ‘who are we?’. Such a question facilitates learning experience of diverse learners in classrooms and help them negotiate their identities. The study has implications for the similar global contexts where state-led ELT education is often studied in terms of the dominant ideologies obscuring the fact that they are also sites of contestation. English classes thus can be viewed as fields of force relations where teachers exist in a strategic relation with textbook content and diversity of learners subject to the states of domination as well as capable of countering such dominations and social hegemonies.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100772"},"PeriodicalIF":1.9,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197562","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

Perezhivanie: An investigation into drama and emotions as children enter a conceptual Playworld Perezivanie：儿童进入概念游戏世界时的戏剧和情感调查

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-19 DOI: 10.1016/j.lcsi.2023.100774

Ade Dwi Utami , Marilyn Fleer , Liang Li

{"title":"Perezhivanie: An investigation into drama and emotions as children enter a conceptual Playworld","authors":"Ade Dwi Utami , Marilyn Fleer , Liang Li","doi":"10.1016/j.lcsi.2023.100774","DOIUrl":"https://doi.org/10.1016/j.lcsi.2023.100774","url":null,"abstract":"<div><p><span>A growing number of studies have investigated play in early childhood education, with some bringing forward the development of emotions in imaginary play situations. Of significance, is the creative pedagogy of play developed by Lindqvist (1995) who drew on a cultural-historical concept of play to bring forward emotions in Playworld. This paper investigates how children experience different </span><em>perezhivanie</em> within the Playworld settings in Indonesia. The cultural-historical concept of play, <em>perezhivanie</em>, and the social situation of development are used to understand how a 4-year-old boy experienced contradictions during collective imaginary play. Eight hours of digital-visual observation data selected from 98 h of group-play activities were used to show how nine teachers interacted with 38 children during the play (3.5 to 5 years old, mean age 4.4 years). The findings show how the cultural device used in the Playworld provides rich opportunities and conditions for children to experience different emotions in play, and where a dynamic <em>perezhivanie</em> emerges through the contributions of the play partners to the play that results in development of emotional regulation. By drawing attention to children's <em>perezhivanie</em>, Playworld can be seen as a promising play pedagogy that offers rich social interactions in play that support children's development.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"43 ","pages":"Article 100774"},"PeriodicalIF":1.9,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50197561","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

A critical ethnography on instructor-student interactions in a mathematics teacher education course 数学教师教育课程中师生互动的批判性民族志

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-06 DOI: 10.1016/j.lcsi.2023.100771

Musa Sadak

引用次数: 0

Exploring emotion regulation in small ensemble contexts; three cases from higher music education 小群体情境下情绪调节的研究三个案例来自高等音乐教育

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100741

Damla Tahirbegi

{"title":"Exploring emotion regulation in small ensemble contexts; three cases from higher music education","authors":"Damla Tahirbegi","doi":"10.1016/j.lcsi.2023.100741","DOIUrl":"10.1016/j.lcsi.2023.100741","url":null,"abstract":"<div><p>This article reports on a qualitative study investigating the construct of regulation within the context of small music ensembles in Higher Music Education (HME). A multiple-case study approach is chosen to explore the socio-emotional interactions and students' regulatory processes when confronted with socio-emotional challenges. The study relates group-level video observations of three ensembles (classical (2); jazz/folk/rock) with students' self-reported experiences (<em>n</em> = 11). The data were qualitatively analysed using theory-informed thematic and interactional analyses. The results showed differences between the ensembles with respect to the challenges experienced. Furthermore, the cross-case analysis suggested that the quality of interaction (i.e., positive vs. negative) had a direct impact on the wellbeing of the groups' socio-emotional climate and shared regulation. Positive interaction not only increased music students' likelihood of enjoying ensemble work but also had an influence on shaping their collective-oriented strategy use and creative output. In contrast, prolonged negative interaction was linked to lower motivation and decreased collaborative effort among group members. The use of humour and shared references, such as recording labels, emerged as recurring strategies employed by students as socio-emotional tools that facilitated social regulation.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100741"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48109407","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

Your shoes or mine? Examining perspective taking in social interaction 你的鞋还是我的？审视社会互动中的视角转换

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100755

Shai Goldfarb Cohen, Amit Zveik Lavi, Ofri Wagner-Lebel, Gideon Dishon

{"title":"Your shoes or mine? Examining perspective taking in social interaction","authors":"Shai Goldfarb Cohen, Amit Zveik Lavi, Ofri Wagner-Lebel, Gideon Dishon","doi":"10.1016/j.lcsi.2023.100755","DOIUrl":"10.1016/j.lcsi.2023.100755","url":null,"abstract":"<div><p>Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves. Our findings indicate that SPT in a group dialogue context is a complex practice in which students engage with different perspectives and evaluate how their perspectives differ (or do not differ) compared to the perspectives of others. Specifically, higher levels of SPT acts stem from explaining one's own perspective and by inviting peers to put themselves in someone else's shoes. Accordingly, we offer a novel theoretical conceptualization of how perspective taking takes place in social interaction, describing it as a process of <em>social anchoring and adjustment</em> in which interlocutors develop and adjust their perspective by building on others' ideas and challenging them. Critically, this process transpires through a shift between the first-, second-, and third-person perspective, which include taking on the perspective of fictional characters and their actual peers.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100755"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373760","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

Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’ 教学触觉:在“开放式教室”中为个性化教学组织一个封闭的互动空间

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100752

Tanya Tyagunova , Georg Breidenstein

{"title":"Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’","authors":"Tanya Tyagunova , Georg Breidenstein","doi":"10.1016/j.lcsi.2023.100752","DOIUrl":"10.1016/j.lcsi.2023.100752","url":null,"abstract":"<div><p>The article focuses on the use of touch, in concert with body and talk, as a resource for the organisation of teacher instruction in the context of individualised learning in ‘open classrooms’ in German primary schools. Drawing on video observations of naturally occurring interactions between teachers and students in one such school, we analyse what is specific to teachers' instructional practices in open classrooms, a setting where each student is typically occupied with his or her individual task. The analysis reveals two aspects of using touch that play an important role in the instructional practices of teachers as they control, guide, and support students working individually on their learning tasks: the use of touch as a resource for establishing and closing a local interaction space and the use of touch as an instructional resource. The embodied characteristics of this kind of individualised instruction presuppose and commit the participants to rather close bodily contact and ‘nested formations’ that are different from the teacher-fronted activities of the cohort teaching format.</p></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"42 ","pages":"Article 100752"},"PeriodicalIF":1.9,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41577047","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

Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study 专业学习社区发展的异同:一项跨案例纵向研究

IF 1.9 3区教育学

Learning Culture and Social Interaction Pub Date : 2023-10-01 DOI: 10.1016/j.lcsi.2023.100740

Fred Huijboom , Pierre van Meeuwen , Ellen Rusman , Marjan Vermeulen

引用次数: 0