Learning Culture and Social Interaction最新文献

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

“They don't really know what we're talking about” “他们真的不知道我们在说什么。”

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.2025.100959

Jan Ole Størup , Jacob Klitmøller

Teachers play a pivotal role in scaffolding pupils' learning, but scaffolding does not always unfold as intended. This study explores how pupils in Danish lower secondary school co-construct and navigate misaligned teacher scaffolding during project work. Drawing on Cultural-Historical Activity Theory, Positioning Theory, and research on classroom dialogue and scaffolding, we analyse how teachers shape pupils' information literacy practices, both through dialogic interactions and in pupils' negotiations of teachers' practices. Based on ethnographic fieldwork, including participant observations, audio-recorded classroom dialogue, and interviews with 8th grade pupils, our findings illustrate how attempted scaffolding can become misaligned due to the entanglement of teacher authority, pupils' motives, and positioning in (dialogic) practice. We identify three recurring teacher positions: the teacher as blind guide, barrier, and auditor – each influencing pupils' agency and learning trajectories in different ways. We argue that a nuanced understanding of these dynamics is crucial for understanding and fostering dialogic scaffolding practices in increasingly complex educational settings.

教师在搭建学生学习的过程中起着关键作用，但搭建并不总是如预期的那样展开。本研究探讨丹麦初中学生如何在项目工作中共同建构和导航错位的教师脚手架。利用文化历史活动理论、定位理论以及课堂对话和框架研究，我们分析了教师如何通过对话互动和学生对教师实践的谈判来塑造学生的信息素养实践。基于民族志田野调查，包括参与者观察、课堂对话录音和对八年级学生的访谈，我们的研究结果说明了由于教师权威、学生动机和（对话）实践定位的纠缠，脚手架是如何变得不一致的。我们确定了三种反复出现的教师角色：盲导、障碍和旁听者——每一种角色都以不同的方式影响着学生的能动性和学习轨迹。我们认为，在日益复杂的教育环境中，对这些动态的细致理解对于理解和促进对话脚手架实践至关重要。

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引用次数: 0

AI partner or peer partner? Exploring AI-mediated interaction in EFL pronunciation from a socio-cultural perspective AI合作伙伴还是同行合作伙伴？从社会文化角度探讨人工智能对英语发音的影响

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-11-10 DOI: 10.1016/j.lcsi.2025.100958

Ling Li , Xiaoyue Zhang , Bin Zou , Qin Yang

This sequential explanatory mixed-methods study examines the effects of AI-mediated pronunciation interaction on the pronunciation skills of English as a Foreign Language (EFL) learners, as well as its influence on foreign language anxiety and enjoyment, framed within Vygotsky's sociocultural theory. Learners' attitudes toward AI-mediated pronunciation activities were also qualitatively explored. Participants (N = 100) were divided into an experimental group (N = 51), who engaged in AI-mediated interactive speaking activities using EAP TALK, and a control group (N = 49), who participated in peer-mediated pronunciation tasks via WeChat. Quantitative data were collected through a pronunciation test and an EFL anxiety and enjoyment scale, and analyzed using paired and independent samples t-tests along with ANCOVA. Qualitative data were derived from individual reflective reports and analyzed thematically. Results indicated that both groups improved their pronunciation proficiency and enjoyment, but the experimental group showed significantly greater gains in these areas. The sociocultural analysis revealed that AI-mediated tools served as digitally embedded more knowledgeable others, offering adaptive scaffolding aligned with Vygotsky's Zone of Proximal Development (ZPD). Moreover, peer-mediated learning also facilitated meaningful linguistic interaction and emotional support, though the quality of feedback varied across groups. While learners generally expressed positive attitudes toward AI-mediated instruction, they also reported challenges related to speech recognition and feedback accuracy. These findings highlight the complementary strengths of AI- and peer-mediated approaches, offering practical implications for the integration of technology-enhanced pronunciation instruction in EFL contexts.

这项顺序解释性混合方法研究在维果茨基的社会文化理论框架下，探讨了人工智能介导的发音互动对作为外语的英语学习者发音技能的影响，以及它对外语焦虑和享受的影响。学习者对人工智能介导的发音活动的态度也进行了定性探讨。参与者（N = 100）被分为实验组（N = 51）和对照组（N = 49），实验组使用EAP TALK进行人工智能介导的交互式口语活动，对照组通过微信参与同伴介导的发音任务。通过语音测试和英语焦虑和享受量表收集定量数据，并使用配对和独立样本t检验以及ANCOVA进行分析。定性数据来源于个人反思报告，并按主题进行分析。结果表明，两组都提高了他们的发音熟练程度和乐趣，但实验组在这些方面表现出明显更大的进步。社会文化分析显示，人工智能介导的工具充当了数字嵌入的更有知识的人，提供了与维果茨基的近端发展区（ZPD）一致的适应性脚手架。此外，同伴中介学习也促进了有意义的语言互动和情感支持，尽管反馈的质量在各组之间有所不同。虽然学习者普遍对人工智能介导的教学持积极态度，但他们也报告了与语音识别和反馈准确性相关的挑战。这些发现强调了人工智能和同伴中介方法的互补优势，为在英语环境中整合技术增强的发音教学提供了实际意义。

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引用次数: 0

Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children 朗读实践中知识的范式和叙事形式及其对儿童进一步学习和教育的影响

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-11-08 DOI: 10.1016/j.lcsi.2025.100957

Niklas Pramling , Maria Simonsson , Martina Norling

This article investigates how different forms of knowledge are actualised during read-aloud activities in preschool. More specifically, informed by the distinction between two fundamental modes of knowledge or sensemaking, narrative and paradigmatic, we analyse how the latter (typified by scientific discourse) comes to the fore and is responded to during read-aloud activities when a book about a technological problem is read, discussed, and further followed up in a Swedish preschool setting. The empirical data consists of video observations. Theoretically, the study builds on a sociocultural perspective that conceptualises learning in terms of the appropriation of cultural tools and practices. What tools (e.g., forms of knowledge) and practices (e.g. read-aloud ones) children encounter and are supported in appropriating during their early education therefore emerge as critical to their development. This interest informs the overarching research project into read-aloud practices in preschool of which the present study forms a part. The results show that paradigmatic knowledge (here in the form of technology) is generally rendered and responded to in a narrative way. However, the ensuing talk can be characterised as a form of hybrid discourse between these modes. The pros and cons of such discourse mixing is discussed in terms of their implications for children's learning.

本文探讨了幼儿朗读活动中不同形式的知识是如何实现的。更具体地说，通过叙述和范式两种基本知识或语义模式之间的区别，我们分析了后者（以科学话语为代表）是如何脱颖而出的，并在大声朗读活动中得到回应的，当一本关于技术问题的书在瑞典学前环境中被阅读、讨论和进一步跟进时。经验数据由视频观测组成。从理论上讲，该研究建立在社会文化视角的基础上，将学习概念化为文化工具和实践的挪用。因此，儿童在早期教育中遇到的工具（例如，知识形式）和实践（例如，朗读）对他们的发展至关重要。这种兴趣通知了总体研究项目，在学前朗读实践，其中本研究形成的一部分。结果表明，范式知识（这里以技术的形式）通常以叙事的方式呈现和回应。然而，随后的谈话可以被描述为这些模式之间的混合话语形式。本文从混合语篇对儿童学习的影响出发，讨论了混合语篇的利弊。

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引用次数: 0