Learning Culture and Social Interaction最新文献

英文中文

Conceptual PlayWorld intervention in a toddler playgroup: Creating new conditions for parent-toddler collective imaginary play

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-19 DOI: 10.1016/j.lcsi.2025.100894

Sonya Nedovic, Marilyn Fleer, Prabhat Rai

Research affirms that when parents play with their toddlers in imaginary scenarios, the play of these infants becomes more sophisticated. From a Vygotskian perspective, the development of imaginary play supports formation of conceptual thinking. However, the majority of Australian parents report low confidence in their ability to support play, and advocate the desire to receive education about how to achieve this. Community playgroup settings offer an opportunity for parent education to be delivered with over a third of Australian children enrolling in this institution before school entry age. Drawing upon a system of cultural historical concepts, this paper reports on how Fleer's Conceptual Playworlds (CPW), an evidence informed model for imaginary play involving adults and children to support conceptual development, was introduced as an intervention into playgroup practice. Over a 6 month period, researchers demonstrated how to implement the approach and recorded the family interactions of two toddlers aged 14 and 15 months. The data shows families engaged with new pedagogic practices supporting children's imaginary play in the collective. We report that as a result of this intervention, parents developed a motive orientation towards imaginary play which created conditions for toddlers to participate in collective imaginary play.

研究证实，当父母与学步儿童在想象场景中玩耍时，这些婴儿的游戏会变得更加复杂。从维果茨基的角度来看，想象游戏的发展有助于概念思维的形成。然而，大多数澳大利亚家长对自己支持游戏的能力信心不足，并表示希望接受有关如何实现这一目标的教育。社区游戏小组为开展家长教育提供了机会，超过三分之一的澳大利亚儿童在入学年龄前就进入了这一机构。弗莱尔的 "概念游戏世界"（CPW）是一种由成人和儿童共同参与的想象游戏模式，旨在支持概念发展。在为期 6 个月的时间里，研究人员演示了如何实施该方法，并记录了两名分别为 14 个月和 15 个月的幼儿的家庭互动情况。数据显示，家庭参与了支持儿童在集体中进行想象游戏的新教学实践。我们报告说，由于采取了这种干预措施，家长对想象游戏形成了一种动机导向，为幼儿参与集体想象游戏创造了条件。

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引用次数: 0

Discursive engagement for intersubjectivity: Investigating the verbal–visual relationship of productive classroom talk in synchronous online lessons

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-05 DOI: 10.1016/j.lcsi.2025.100892

Pengjin Wang , Chao Yang , Yuyao Tong , Gaowei Chen

In synchronous online environments, lesson delivery is restricted mainly to verbal (oral or spoken interactions, e.g., speaking using microphones) and visual (e.g., sharing PowerPoint slides) modes. Considering that classroom talk and visual display are essential semiotic sources, we investigated the synergy created by the combination of productive classroom talk and visual prompts to understand how teachers interact with students in a fully online environment. Multiple sources of data from two teachers and their students (n = 54) were triangulated, including student questionnaires, classroom talk transcripts, and teachers' visual prompts. We used questionnaire results to understand students' perception of classroom discourse, visualizations to uncover patterns in classroom talk, and multimodal conversation analysis to delve into the discrepancies between teacher's and students' situation definitions when encountering visual prompts. We found that, to a certain extent, the teachers effectively used productive classroom talk, and the students were discursively engaged in online lessons. Further, teachers' strategic use of talk helped build intersubjectivity during online lessons. The results suggest that teachers can leave space for dialogues by attending to students' cognitive processes and using productive talk moves to invite elaboration and reasoning. Additionally, teachers can design constructive tasks while reducing direct instruction in online lessons.

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引用次数: 0

Retraction notice to “The impact of different scaffolding techniques on IELTS candidates' writing anxiety: From perceptions to facts” [Learning, Culture and Social Interaction 40 (2023) 100715]

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100871

Hamed Abbasi Mojdehi, Abbas Ali Zarei

引用次数: 0

Navigating tensions between despair and hope - Arab teachers' perception in challenging situations in Jewish schools

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100878

Dolly Eliyahu-Levi , Avi Gvura

The present research reveals the challenges and coping methods of Arab teachers in Hebrew-language schools based on Contact Theory in a multicultural context. This qualitative study uses a semi-structured interview of interpretive processes influenced by personal and social structures. The participants: nine Muslim Arab teachers, ages 25–32, teaching in a Jewish school. The findings: these Arab teachers are agents of change reducing prejudices and stereotypical perceptions between the two groups. The teachers deal forcefully with diverse challenges through coping mechanisms running between silence through pedagogical courage in revealing their personal Arab stories.

引用次数: 0

Frames within frames: Research, education and play in linguistic ethnographies of early childhood education and care

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100881

Marie Rickert , Verena Platzgummer

This article explores how teachers, children, and researchers jointly construct different definitions of a situation, i.e. establish different frames during fieldwork in Early Childhood Education and Care (ECEC). Drawing on two distinct linguistic ethnographies, one in Limburg/the Netherlands and one in South Tyrol/Italy, we zoom in on how we as ethnographers and our participants enact a variety of frames across situations, focusing on the frequently reoccurring research frames, educational frames and play frames. Our analysis shows that these different frames are constantly layered in our interactions in the field, and that dynamic researcher positionings emerge as a result. This insight challenges the common practice to break down researcher positionings into one static role in academic discourse. As a meaningful alternative, the paper suggests a detailed account of the interactional co-construction of frames with participants, accompanied with insights from the researchers' lived experience.

引用次数: 0

Multimodality, embodiment, and language learning in bilingual early childhood education: Enskilment practices in a Swedish–English preschool

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100879

Olga Anatoli

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.

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引用次数: 0

Crossing boundaries–pre-service teachers' situated and imagined views of socioemotional competence and dialogicality

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-02-01 DOI: 10.1016/j.lcsi.2024.100880

Auli Lehtinen, Emma Kostiainen, Piia Näykki

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.

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引用次数: 0

Informal learning experiences in the construction and development of professional teacher identity

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

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

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.

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引用次数: 0

Recruiting help in everyday research work: Epistemic stance taking and accountability in interaction

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-01-28 DOI: 10.1016/j.lcsi.2025.100890

Fabíola Stein

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.

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引用次数: 0

Highlighting practices and dialogic moves: Investigating simulation-based learning in online teacher education

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-01-24 DOI: 10.1016/j.lcsi.2025.100889

Lynn Dittrich , Toril Aagaard , Astrid Camilla Wiig

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.

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引用次数: 0

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Learning Culture and Social Interaction

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