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 Q2 EDUCATION & EDUCATIONAL RESEARCH

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

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.

质性教育研究者需要持续的高质量批判性反思来关注自身的反身性。本自我研究是对两位形成性干预研究者的考察，他们都是在美国（第一作者）和巴西（第二作者）进行变革实验室（CL）工作的教师教育工作者。第一作者改编并采用CL方法框架作为专业学习课程实验室，与职前教师一起工作。第二作者探讨了在职教师的形成性干预实践。这两种形成性干预都是为了支持参与者在实践中的教师发展。作者利用从关键事件中产生的分析性叙事小插曲，确定了文化历史活动理论中所理解的三对个人-集体辩证紧张关系：意志和脆弱性的计划性质，恐惧和希望的实施阶段，以及困惑和补丁的反思立场。最后，讨论了在形成性干预方法中使用自学的意义。综上所述，将关键事件中的辩证张力外化是形成性干预研究者可以承担的一项心理任务，以增加反身性。

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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 Q2 EDUCATION & EDUCATIONAL RESEARCH

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

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.

在基于问题的学习（PBL）的教学愿景和解决问题活动中相互作用的详细研究之间，存在着绘制和展示学生群体如何在较长时间内一起工作的肥沃土壤。本研究以PBL模式下的工程教育为背景，透过时空图解的方法，探讨学生的合作实践。通过对匿名大学建筑和设计专业学生的纵向视频人种学研究，我们研究了小组工作中的活动是如何在整个工作日中展开的。通过交互分析，我们开发了时空可视化图表，以捕捉学生如何在不同空间配置的个人工作、二元参与和全小组协作之间流畅地转换。我们的研究结果表明，在PBL中，学生的工作过程不是静态的，也不是遵循预定义的教学脚本，而是过程和实践是暂时演变的，具有情境性和深度具体化，挑战了协作与合作之间的传统二分法。我们主张采用中间分析方法，将互动的微观分析快照与PBL的教学愿景联系起来，以代表随时间推移的协作实践的细微差别和突现性。

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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 Q2 EDUCATION & EDUCATIONAL RESEARCH

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

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 epistemic empathy, 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.

虽然失败通常被认为是一种以学习者为中心的经历，但很少有人知道教育工作者在教学背景下是如何在情感和认知上经历失败的，尤其是在博物馆这样的非正式环境中。在本研究中，我们研究了博物馆教育工作者如何理解stem活动中的失败，以及这些反思如何促进认知共情的发展，即在知识建构中理解和重视他人智力和情感体验的能力。根据美国13家博物馆反思专业发展课程的视频记录，我们采用了自然主义的调查方法来分析76名教育工作者如何讨论他们自己和学习者的失败时刻。研究结果强调了教育工作者如何参与换位思考，揭示共同的弱点，并通过情感和关系镜头重新定义失败。我们认为，失败的时刻为认知同理心提供了肥沃的土壤，为反思和换位思考创造了条件。在此过程中，我们将认知共情重新定义为一种专业倾向，不仅包括学习者，还包括同伴，照顾者和自己。

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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 : 2026-04-01 Epub Date: 2026-01-19 DOI: 10.1016/j.lcsi.2026.100984

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

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

“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 Q2 EDUCATION & EDUCATIONAL RESEARCH

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

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.

本民族志案例研究旨在探讨以色列一个以语言和文化多样性为特征的城镇的移民父母和幼儿园教师之间的互动，父母、教师和跨文化调解人的看法。大多数研究都集中在一个群体的观点上：老师、父母或调解人。然而，当移民父母和中介表达他们的看法时，他们可以显著地促进学前语言教育政策。本研究基于几个理论建构：家-学前连续性、父母参与模式、语言教育和家庭语言政策、语言和文化响应式教学以及全纳教育。数据来源包括对来自Bnei Menashe移民社区的家长和跨文化社区调解人、教师的访谈，以及在选定的幼儿园的课堂观察。基于理论的主题分析得出了三个主题：(1)家长期望；(2)教师与家长之间的沟通模式；(3)“幼儿园与家庭相辅相成，家庭与幼儿园相辅相成”。观察到的师生互动模式被描述为“连接”。教师和家长都对家长参与的客观障碍抱有现实的期望。调解人的声音揭示了Bnei Menashe社区是如何围绕语言政策、教育和文化归属问题集体组织起来的。

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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 : 2026-04-01 Epub 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

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 : 2026-04-01 Epub 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

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 Q2 EDUCATION & EDUCATIONAL RESEARCH

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

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 Brown v. Board of Education 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.

本研究报告了五名美国中学历史教师如何在两个探究式专业发展项目的背景下，就教授一段困难的历史（学校废除种族隔离的历史）的意义进行协商，并与他们的同事进行互动。主要数据来源是小组会议的视频记录，在小组会议中，每位教师提出初步的教学想法，并收到其他教师的反馈；其他数据包括申请论文、课程计划、前后调查和课堂观察的现场笔记，用于三角测量结果。为了发现教师在这些讨论中建构的意义，Gee和Green（1998）的社会建构任务框架以及历史教学的两个概念取向（学科素养和批判教学法）指导了我们的实证分析。我们的研究结果显示，这五位教师，无论他们倾向于学科素养还是批判性教学法，都利用社区资源为学生创造历史相关性，并构建基于探究的活动来吸引学生，并检查布朗诉教育委员会决定的有效性。然而，每位教师根据他们的概念取向，对学生身份、学校废除种族隔离的现实以及学校废除种族隔离与现在之间的历史联系构建了本质上不同的意义。讨论了在职和职前教师教育中困难历史研究和教学的启示。

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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 : 2026-04-01 Epub 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 : 2026-02-01 Epub 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