Learning Culture and Social Interaction最新文献

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 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2026-01-29 DOI: 10.1016/j.lcsi.2026.100982

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

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: individual interview, group interview, child-centred dialogue and teacher-directed dialogue. 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.

如何在幼儿教育和护理（ECEC）中鼓励儿童的声音需要研究。摄影是一种儿童友好的方式，支持儿童表达他们对ECEC生活的看法。然而，当孩子们参与到关于他们所拍摄的照片的小组讨论中时，关于照片引出所能产生的对话互动类型，我们所知甚少。我们调查了在ECEC小组讨论中可以识别哪些类型的对话互动，以及不同类型的对话互动如何有助于鼓励儿童发声。该研究涉及13个芬兰ECEC组，共107名5岁儿童。孩子们拍摄了关于他们在ECEC的日常生活的照片，之后，老师组织了小组讨论，让孩子们对照片进行讨论。对记录下来的讨论进行定性分析，确定了四种互动类型：个人访谈、小组访谈、以儿童为中心的对话和以教师为指导的对话。研究结果表明，照片激发在产生启动-反应-反馈相互作用方面特别有效。特别是在个别访谈和教师指导的对话类型中，教师的主动提问和框架支持孩子们彻底分享他们过去和现在的经验和观点，以及参与未来的愿望。

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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 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2026-01-19 DOI: 10.1016/j.lcsi.2026.100984

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

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.

本文研究了身份根源的限制情况如何影响多样性，公平和包容（DEI）课程的教学。在一个以白人女学生为主的班级里，一名白人男老师和一名混血女学生在意识形态灌输的学习空间里进行有计划的和自发的活动，帮助他们超越自己的传记极限。使用定性案例研究方法，包括观察、反思日志和非结构化访谈，收集数据来说明参与的教育工作者如何共同努力为转型学习发展智力团结。智力团结作为一个更加以正义为导向的社区的实践出现，通过对话交流、灵活的教学法和以学生代理为中心，专注于正式课堂内外的协作学习。参与者通过挑战正规教师教育结构的假设，学习跨身份来改变课堂学习。

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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 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2026-01-19 DOI: 10.1016/j.lcsi.2026.100983

Lei Zhang , Junping Lu

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.

本研究探讨了中国大陆英语学习者在学术英语写作中的写作代理行为，运用活动理论揭示了矛盾作为发展催化剂的作用。在六个月的时间里进行了定性的多案例研究，包括采访、反思工件和来自三个跨学科参与者的历史草案。研究发现，中介作用表现在三个相互关联的领域：战略工具中介、话语重构和研究设计决策。参与者在四个系统层面遇到了矛盾——初级（工具-能力差距）、次级（规则-身份紧张）、第三级（新手-专家实践过渡）和第四级（跨课程资源冲突）——这促进了广泛的学习，而不是阻碍了发展。解决策略包括中介扩展、概念重构、系统惯例内化、对话反馈转换、方法杂交、分层体裁转换、跨系统边界协商和策略跨语言实践。这些过程将系统性紧张转化为持久的能力和扩大的手段。这项研究为写作机构提供了一种关系性的、分布式的描述，将矛盾重新定义为发展的引擎。

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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 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2026-01-05 DOI: 10.1016/j.lcsi.2025.100971

María P. Olivos, Anna Engel

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.

在一个日益相互联系的世界中，信息随时可获取并不断发展，学校在装备学生在不同的参与环境中学习方面发挥着至关重要的作用。学习者身份的概念已经成为培养这种能力的一个有价值的镜头，将教师的认可定位为学生构建自己作为学习者的意义的核心机制。现有文献表明，积极的学习者身份可能支持在不同环境下的学习。在这一研究思路的基础上，本定性单案例研究考察了智利一所学校的一名小学教师在辅导实践中对学生的认可行为。研究结果表明，教师的许多行为被学生解释并内化为有意义的认可来源，塑造了他们作为学习者的自我认知，并有助于他们学习者身份的构建。综上所述，研究结果表明，教师行为和学生的认可经历之间的一致性并不是严格一对一的，而是随着时间的推移，通过持续的认可模式出现的。尽管本研究关注的是一所学习者驱动型学校的单个教师，但所确定的认可解释机制为教学实践和教师教育提供了谨慎的可转移见解。因此，重视课堂互动的质量和结构的基于认知的方法可能会支持学习者身份的发展，作为学生构建自己作为学习者的意义的基础资源。

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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 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-29 DOI: 10.1016/j.lcsi.2025.100972

Raul Gomes Almeida , Nikolai Veresov

In this article, we discuss how social dramas affect human development. We argue that cultural-historical theory provides new perspectives on this challenging topic. Drama is conceptualised as a concrete social/psychological form of a dialectical contradiction. The articulation of this concept with Vygotsky's analytical tools, perezhivanie and social situation of development (SSD), allowed us to encompass the drama in development in all its essential dimensions: generality, uniqueness, and concreteness. Using the genetic-analytical cultural-historical model and matrix, we demonstrated the process by presenting an analysis of two empirical cases. This shows the drama working dialectically as the driving force of development, and the value this concept can have for social psychology in studying cases of people facing social dramas.

在本文中，我们将讨论社会戏剧是如何影响人类发展的。我们认为，文化历史理论为这一具有挑战性的话题提供了新的视角。戏剧被概念化为辩证矛盾的具体社会/心理形式。将这一概念与维果茨基的分析工具，即发展的社会情境（SSD）相结合，使我们能够涵盖发展中的戏剧的所有基本维度：普遍性、独特性和具体性。利用遗传分析文化历史模型和矩阵，我们通过对两个经验案例的分析来展示这一过程。这显示了戏剧作为发展动力的辩证作用，以及这一概念对社会心理学研究面对社会戏剧的人的案例的价值。

引用次数: 0

A cultural-historical study of how parents create conditions to facilitate children's transition to school in the Chinese context 在中国背景下，父母如何创造条件以促进孩子的学校过渡的文化历史研究

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-29 DOI: 10.1016/j.lcsi.2025.100969

Jianing Liu, Liang Li, Prabhat Rai

Transition to school marks a significant change in children's learning and development and is of particular interest to families. However, relatively few studies focused on parental perspectives and strategies to support children during their transition from preschool to primary school in the Chinese context. Following a dialectical-interactive approach (Hedegaard, 2008b), this paper uses concepts of motives, demands, and crisis to develop a cultural-historical analysis of transition as the focus child – a 6-year-old girl – moves from preschool to primary school. The study examines how Chinese parents create the conditions to support their children's transition. The data presented in this paper is part of the larger data set collected over 5 months through digital video observations, field notes, photographs, and stimulated-recall interviews to understand children's transition. Three Chinese preschool children (5 to 6 years old) were followed as they engaged in their everyday lives participating in practices of different institutions. The findings indicate that Chinese parental perceptions on what should be prioritized in supporting children's transition could vary, and peer pressure could become a challenge for children during their transitional period. It is argued that a wholistic approach should be taken to include families' perspectives in understanding children's transition, and parents can play an active role in creating responsive conditions by identifying and valuing children's motives and demands to support children's transition to school.

过渡到学校标志着儿童的学习和发展的重大变化，是特别感兴趣的家庭。然而，相对较少的研究关注父母的视角和策略，以支持中国儿童从学前到小学的过渡。遵循辩证互动的方法（Hedegaard, 2008b），本文使用动机、需求和危机的概念，对焦点儿童（一个6岁的女孩）从幼儿园到小学的转变进行了文化历史分析。这项研究考察了中国父母如何创造条件来支持孩子的过渡。本文中提供的数据是5个月来通过数字视频观察、实地记录、照片和刺激回忆访谈收集的更大数据集的一部分，以了解儿童的过渡。本研究以3名5 - 6岁的中国学龄前儿童为研究对象，对他们的日常生活进行了跟踪研究。研究结果表明，中国父母对支持孩子过渡的优先事项的看法可能会有所不同，同辈压力可能成为孩子在过渡时期的挑战。本文认为，在理解儿童的过渡过程中，应该采取一种整体的方法，包括家庭的观点，父母可以通过识别和评估儿童的动机和要求来创造响应条件，从而发挥积极作用，以支持儿童向学校过渡。

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引用次数: 0

Decoding power dynamics in asynchronous online learning: Preservice teachers' perspectives and navigational strategies 解码异步在线学习中的权力动态：职前教师的视角和导航策略

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-29 DOI: 10.1016/j.lcsi.2025.100970

Allan M. Canonigo , Eva Aurora Callueng

Asynchronous online learning is increasingly prevalent in preservice teacher education, yet the power dynamics within these settings remain underexplored. This mixed-method study examines preservice teachers' perceptions of power dynamics and the strategies they use to navigate them in asynchronous environments. Involving 280 preservice teachers, the research combines quantitative data on engagement and reflective growth with thematic analysis of discussions about power dynamics. Findings reveal nuanced perceptions of authority, participation, and influence. Preservice teachers employ strategies such as proactive engagement, leveraging group dynamics, and utilizing platform features to shape interactions. The study highlights the transformative potential of discussion boards in fostering awareness of power dynamics, promoting inclusivity, and supporting personal growth. It advocates for optimizing asynchronous learning by crafting engaging prompts, fostering inclusive and intellectually stimulating dialogue, guiding reflective inquiry, and incorporating occasional synchronous elements. Additionally, the importance of vigilant moderation is emphasized to balance power dynamics and ensure equitable participation. These insights provide valuable guidance for educators in preservice teacher education, emphasizing the need to understand and address power dynamics within asynchronous virtual learning environments.

异步在线学习在职前教师教育中越来越普遍，但这些环境中的权力动态仍未得到充分探索。这项混合方法研究考察了职前教师对权力动力学的看法，以及他们在异步环境中使用权力动力学的策略。该研究涉及280名职前教师，将参与和反思性成长的定量数据与关于权力动力学讨论的专题分析结合起来。调查结果揭示了对权威、参与和影响力的微妙看法。职前教师采用主动参与、利用群体动力和利用平台特征来塑造互动等策略。该研究强调了讨论板在培养对权力动态的认识、促进包容性和支持个人成长方面的变革潜力。它提倡通过精心制作引人入胜的提示、促进包容性和智力刺激的对话、指导反思性探究以及偶尔结合同步元素来优化异步学习。此外，还强调了警惕适度的重要性，以平衡权力动态和确保公平参与。这些见解为职前教师教育的教育者提供了有价值的指导，强调了在异步虚拟学习环境中理解和解决权力动态的必要性。

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引用次数: 0

The collective mind: Exploring teachers' and parents' understanding of autism Spectrum disorder in an inclusive school setting 集体心理：探讨包容性学校环境下教师和家长对自闭症谱系障碍的理解

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-23 DOI: 10.1016/j.lcsi.2025.100968

Mahmut Serkan Yazıcı , Gamze Camcı

The global prevalence of autism is increasing across different races, ethnicities, and backgrounds. Despite this rise, cultural factors which influence many areas of life play a key role in shaping how autism is understood. These factors also affect the school experiences of individuals with autism. Therefore, exploring how autism is perceived in various cultural settings is important for gaining a global perspective on inclusive education. This case study investigates how teachers and parents in a collectivist society understand autism and how cultural values shape their views. The study was conducted at a school in Türkiye, where collectivist culture is widely observed. A mixed-methods design was used: the qualitative part included 13 participants (nine teachers and four parents), while the quantitative part involved 51 participants (teachers and parents). Data were gathered using demographic forms, semi-structured interviews, and the Societal Attitudes Towards Autism Scale. Thematic analysis was applied to qualitative data, and SPSS was used for quantitative data. Findings showed limited understanding of autism among school stakeholders, largely influenced by cultural beliefs. While collectivist culture initially appeared supportive, it later posed barriers to inclusive education. These results highlight the need for culturally informed training programs to improve autism understanding.

全球不同种族、民族和背景的自闭症患病率正在上升。尽管有所上升，但影响生活许多领域的文化因素在塑造对自闭症的理解方面发挥着关键作用。这些因素也会影响自闭症患者的学校经历。因此，探索自闭症在不同文化背景下是如何被感知的，对于获得全纳教育的全球视角非常重要。本案例研究探讨了集体主义社会中的教师和家长如何理解自闭症，以及文化价值观如何塑造他们的观点。这项研究是在集体主义文化普遍存在的日本的一所学校进行的。采用混合方法设计：定性部分包括13名参与者（9名教师和4名家长），定量部分包括51名参与者（教师和家长）。数据是通过人口统计表格、半结构化访谈和对自闭症的社会态度量表收集的。定性数据采用专题分析，定量数据采用SPSS统计软件。研究结果显示，学校利益相关者对自闭症的理解有限，这在很大程度上受到文化信仰的影响。虽然集体主义文化最初似乎是支持的，但它后来对全纳教育构成了障碍。这些结果强调了需要有文化背景的培训项目来提高对自闭症的理解。

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引用次数: 0

Digital in-text comments in video-mediated second language writing tutorials: A resource for linking in situ and ex situ engagement 视频媒介的第二语言写作教程中的数字文本评论：一种链接原位和非原位参与的资源

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-06 DOI: 10.1016/j.lcsi.2025.100960

Adam Brandt , Christopher Leyland

This paper examines the use of digital in-text comments on a shared screen in the delivery of feedback in video-mediated one–one writing tutorials. Data are seven cloud recordings of 1–1 writing tutorials between academic writing tutors and second language speaking internationals students at a university in the UK. Examples are taken from a corpus of 41 instances of tutor feedback, with a specific focus on advice-giving sequences, analysed using Multimodal Conversation Analysis. Our analysis shows how advice is constituted jointly of the tutor's talk, their pre-written in-text comments, and the digital work to establish joint attention to various referents on the shared screen. This complex digital gestalt serves to not only accomplish the production of advice, but to link what has been produced in the past, what is being produced in the moment, and (potentially) what will be engaged with by the student in the future. This, we argue, shows that in situ engagement can be informed by - and informing of – ex situ engagement. The study adds to existing research on video-mediated interaction, especially in educational and pedagogical settings, writing tutorial interaction, and engagement in interaction.

本文研究了在视频媒介的一对一写作教程中，在共享屏幕上使用数字文本评论来提供反馈。数据是英国一所大学的学术写作导师和说第二语言的国际学生之间的1-1写作教程的7个云记录。示例取自41个导师反馈实例的语料库，特别关注建议给出的序列，使用多模态会话分析进行分析。我们的分析显示了建议是如何由导师的谈话、他们预先写好的文本评论和数字工作共同构成的，以建立对共享屏幕上各种参照物的共同关注。这种复杂的数字格式塔不仅可以完成建议的生成，还可以将过去已经生成的内容、当前正在生成的内容以及学生将来（潜在地）将要使用的内容联系起来。我们认为，这表明原位接触可以通过-并通知-非原位接触。这项研究补充了现有的关于视频媒介互动的研究，特别是在教育和教学环境中，写作教程互动，以及互动中的参与。

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引用次数: 0

The accountability of movement in synchronous hybrid classroom interaction: managing mobility troubles in robot-mediated remote participation 同步混合课堂互动中的运动问责：管理机器人介导的远程参与中的移动问题

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-12-01 DOI: 10.1016/j.lcsi.2025.100956

Teppo Jakonen , Fredrik Rusk

Telepresence robots enhance videoconferencing by enabling the user to ‘move around’ remotely, offering more embodied resources for interaction than speaker gallery-based videoconferencing tools. This study explores interactional troubles related to the affordance of mobility during robot-mediated remote participation in synchronous hybrid classroom interaction. Using multimodal conversation analysis, we analyse video-recorded higher education language teaching classes from Finland in which one student used a Double 3 telepresence robot for remote participation, focusing on how the participants managed activity transitions requiring mediated mobility during one L2 Swedish class. The analysis traces a micro-longitudinal interactional trajectory whereby initial troubles in operating the robot led participants to stop using the remote-controlled mobility feature and resort to carrying the robot from one place to another. We discuss how such a practice of human-assisted mobility emerges interactionally through geographically distributed coordination of the classroom space and what kinds of orientations to the accountability of remote student's action, autonomy and engagement are at stake. The findings illustrate challenges that emerging communication tools such as the telepresence robot can introduce for remote embodied participation and learning, and how teachers and students sometimes come up with unexpected ways of building action with the help of, or despite, technological affordances.

远程呈现机器人通过使用户能够远程“移动”来增强视频会议，提供比基于演讲者库的视频会议工具更多的具体交互资源。本研究探讨在同步混合式课堂互动中，以机器人为媒介的远程参与中，与移动性提供性相关的互动问题。使用多模态会话分析，我们分析了芬兰高等教育语言教学课程的视频记录，其中一名学生使用双3远程呈现机器人进行远程参与，重点关注参与者如何在L2瑞典语课程中管理需要中介移动的活动过渡。该分析追踪了一个微纵向互动轨迹，即操作机器人的初始麻烦导致参与者停止使用遥控移动功能，并求助于将机器人从一个地方搬到另一个地方。我们讨论了这种人类辅助移动性的实践是如何通过课堂空间的地理分布协调互动出现的，以及远程学生的行动、自主和参与的责任取向是什么。这些发现说明了新兴的通信工具（如远程呈现机器人）可能为远程具体参与和学习带来的挑战，以及教师和学生如何在技术支持的帮助下或尽管如此，有时会提出意想不到的方式来建立行动。

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引用次数: 0