Learning Culture and Social Interaction最新文献

Teachers making errors in explanation that require subsequent self-correction is presumably common in education. However, it may be difficult to capture in research. In this study, teacher self-correction in the context of early childhood science education within a fictive frame was captured on video when documenting science activities over a prolonged time. How the teachers address the error they discover in their teaching and work in correcting it in subsequent activities are analyzed. The error identified and addressed concerns the distinction between a tornado and a dust devil (dust vortex). The empirical data consist of video recordings of teachers-children interaction in Swedish preschool. The participating children are 4 to 5 years old. The findings clarify how the teachers in addressing and correcting the conceptual error uses different semiotic means, with a particular emphasis on the coordination of gesturing and verbal explication when contrasting and explaining the different phenomena. The analysis also clarifies how the fictive character employed leads to a shift in epistemic status of the teachers to becoming co-learners with the children. How addressing and amending errors in explanation may function in deepening meaning making rather than working detrimental to it is discussed.

Around the world, the professionalism of early childhood education (ECE) has been under reform. In Finland, the administrative changes of recent years have raised the need to clarify and strengthen interprofessional collaboration among ECE professionals. This study examined ECE students' discourses of interprofessional collaboration in ECE teams and ECE professionals' differentiated expertise and competence. The data were collected by conducting focus group interviews (n = 17) for ECE teacher students (n = 20) and social pedagogue students (n = 9) as well as childcare students (n = 12). As a result, six discourses of interprofessional collaboration were identified: interprofessional collaboration as a prerequisite, secondary asset, unclear, causing inequality, impossibility, as well as a need for improvement. The discourses of expertise and competence, in turn, considered education-specific areas, differentiated pedagogical expertise and competence, and theory versus practice. The results reflect how ECE students create their understanding about their future profession surrounded by contradictory discourses. The study provides perspectives that can be utilised by working life and education programmes to support ECE professionals' professional development and improve the interprofessional collaboration in ECE teams.

In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to a joint platform before working with peers' group videos in a mind map structure. The course topic was learning sciences research, and the goal was to create a shared understanding about the course content before an upcoming exam. The study has been grounded in a sociocultural perspective on human activity and learning, employing interaction analysis to investigate how digital tools can support students' collaborative reading and understanding of key concepts in academic literature. By scrutinising video recordings of both in-room and on-screen activities, we analyse how five groups of pre-service teachers collaborated during the co-construction of videos, and how they interacted with fellow students' group videos. Findings demonstrate that the students interacted intently with each other's work and constituted the mind map as a point of convergence and resource for meaning making and collaboration within the student class community. The study shows that video-based mind maps can provide material and social structures for collaboration and that fellow students' group videos formed knowledge objects that generated in-depth conversations among peers about the subject matter.

Children's competence to establish and maintain meaningful peer relationships is essential in Early Childhood Education. This capacity, known as friendship stability, has recently attracted researchers' attention due to its implications for high-quality friendships. This is crucial in the early years because stable friendship ties are associated with positive academic results and prosocial behavior. However, research shows that friends made in Early Childhood Education are rarely maintained during elementary school, and culturally diverse contexts present a more challenging scenario for making these friends last. This case study explores this phenomenon in a culturally diverse school or, by analyzing classroom observations (n = 20, 5 years old) and carrying out two discussion groups (n = 30, 7–9 years-old). Results reveal that fostering dialogic learning in the classroom and a culture of non-violence facilitate children's friendship stability in a culturally diverse context.

The aim of this study was to explore how team is built and how it works as a type of social interaction in preschool bilingual education. More specifically, we asked how teachers of the societally dominant language (Hebrew) and heritage language (Russian) to 3–4-year-olds make decisions about their teamwork and what makes this work successful in the different domains of classroom environment. This study draws on case study and mini ethnography as a methodological approach and applies triangulation of data collection sources. Interviews with both teachers on three separate occasions during the academic year permitted us to receive qualitatively rich and thick data. Critical reflections allowed the teachers to rethink their personal professional experiences, recognize challenges in their practice, and find solutions. In addition, we conducted 6 video recorded observations of co-teaching meetings throughout the year. Our analysis revealed critical characteristics of teaming such as tuneful communication between the two teachers and the children, promoting openness towards a novel language, inter-cultural negotiations stressing the positive co-existence of two different cultures and languages within a minority/majority context, and a dynamic and docile teaching process. In the process of their teaming development, the teachers acted as collective agents of change.

The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve children's attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the children's conduct, socialised the children's attentive participation and attended to their social and emotional concerns while sustaining close social relations within the classroom community. By focusing analysis on the bodily features of teacher–child interactions, the study contributes to a broader understanding of classroom management and how teachers' social influence is exerted and negotiated in mundane social interactions in early childhood education settings.

Empirical evidence suggests that dialogic education is an effective way to develop students' higher order thinking and reasoning skills. In history education, curriculum goals share these aims, especially in Taiwan's latest national curriculum reform. It is then important to explore whether and how dialogue is being used to this end in history classes and the form that dialogic education takes in this East Asian cultural context. This study explored the features of Taiwanese teachers' talk and how it was used to teach historical thinking. Video recordings were made of a total of 6 lessons by three high school teachers. Descriptive statistics of word frequency of teachers' discourse using Nvivo (v.12) in complement with fine-grained qualitative analysis of whole class dialogue from a sociocultural perspective shed light on the various discursive strategies that the teachers used to facilitate students' historical reasoning. Findings suggest that some prominent features in Taiwanese teachers' talk include the hybrid use of monologue and dialogue and the hybrid of short-term and long-term dialogue for teaching historical thinking and reasoning. This study contributes significantly to the theoretical discussion of dialogic education for history classes in the East Asian cultural context. Moreover, it has practical implications for how teachers could use this hybrid form of talk to introduce the elements of historical thinking to students. Limitations of the study are also discussed at the end of the article.

This article offers insight into dialogic spaces in a professional development program, aiming to improve writing at Australian elementary schools. We apply an ethnomethodological case study through the lens of reflexivity theory to explore dialogic interaction in a year 3 writing lesson. We demonstrate how various contextual conditions are negotiated by teacher and students during the teaching of writing and how contextual conditions during a professional development program create opportunities for dialogic classroom interaction. Findings reveal that classroom interaction is guided by a series of structural conditions (including the writing task description, set expectations, and the constraint of time), cultural conditions (norms of classroom management, and the teacher's collaboration with the research team), and personal conditions (teaching strategies, student interest and ideas, and student writing skills). Furthermore, it shows how the participant teacher orchestrates various competing conditions through dialogic and monologic turns. Implications of the findings are discussed to improve teacher professional learning and students' learning experiences of writing.

There is increasing scholarly agreement about the key features of academically productive classroom dialogue. Yet, despite this emerging conceptual consensus, the ways in which it is measured and coded in quantitative research efforts vary significantly. In order to communicate, compare and integrate findings from this rich body of empirical research and to further theory refinement, a more unified approach to measuring classroom dialogue is needed. We selected seven well-known coding frameworks and identified a set of nine particle-like dialogue elements (DEs), that lie at the basis of different coding categories, appear frequently in classroom dialogue, and can be reliably coded at the conversational turn level. We then demonstrate how a much larger set of “compound” dialogue constructs can be recreated post-coding, by flagging co-occurrences of different DEs and accounting for the majority of coding categories in each of the seven frameworks. This Dialogue Elements to Compound Constructs Approach (DECCA) then enables interrater reliability, while simultaneously maintaining the flexibility and comprehensiveness needed to enable quantitative research on a large variety of research questions with a single methodological approach. The implications for future research and theory are discussed.