Learning Culture and Social Interaction最新文献

The present study examines English language pedagogy as a Janus-faced phenomenon based on interviews with 40 English language teachers in one province of Pakistan. The study draws on Foucault's writings on power relations and agency. The findings suggest that besides disciplinary techniques of surveillance and examination, states of domination maintained through officially sanctioned discourses and apparatuses, teachers also seem to exercise their agency by engaging in struggles against the institutionalized discourses that underpin the very existential question, e.g., ‘who are we?’. Such a question facilitates learning experience of diverse learners in classrooms and help them negotiate their identities. The study has implications for the similar global contexts where state-led ELT education is often studied in terms of the dominant ideologies obscuring the fact that they are also sites of contestation. English classes thus can be viewed as fields of force relations where teachers exist in a strategic relation with textbook content and diversity of learners subject to the states of domination as well as capable of countering such dominations and social hegemonies.

A growing number of studies have investigated play in early childhood education, with some bringing forward the development of emotions in imaginary play situations. Of significance, is the creative pedagogy of play developed by Lindqvist (1995) who drew on a cultural-historical concept of play to bring forward emotions in Playworld. This paper investigates how children experience different perezhivanie within the Playworld settings in Indonesia. The cultural-historical concept of play, perezhivanie, and the social situation of development are used to understand how a 4-year-old boy experienced contradictions during collective imaginary play. Eight hours of digital-visual observation data selected from 98 h of group-play activities were used to show how nine teachers interacted with 38 children during the play (3.5 to 5 years old, mean age 4.4 years). The findings show how the cultural device used in the Playworld provides rich opportunities and conditions for children to experience different emotions in play, and where a dynamic perezhivanie emerges through the contributions of the play partners to the play that results in development of emotional regulation. By drawing attention to children's perezhivanie, Playworld can be seen as a promising play pedagogy that offers rich social interactions in play that support children's development.

This study aimed to investigate the instructor-student interactions in a secondary level mathematics teacher education course through a critical ethnographic perspective. Participants in the study were 16 pre-service teachers at one of the large midwestern universities in the U.S. The data for the study consists of the transcribed audio recordings collected in four classroom meetings as well as exclusive field notes. It was revealed as a result of the current study that negotiation - re-negotiation mechanisms mediate the communications, which occur in accordance with the lifeworlds of students and instructor while system subordinates the lifeworld of these actors through its two main roots, contractual and normative systemic relationships. In addition, the reflection of these relationships on the instruction was also discussed. It is highly suggested for future researchers to investigate these interactions with extended sample sizes as well as in different learning environments.

This article reports on a qualitative study investigating the construct of regulation within the context of small music ensembles in Higher Music Education (HME). A multiple-case study approach is chosen to explore the socio-emotional interactions and students' regulatory processes when confronted with socio-emotional challenges. The study relates group-level video observations of three ensembles (classical (2); jazz/folk/rock) with students' self-reported experiences (n = 11). The data were qualitatively analysed using theory-informed thematic and interactional analyses. The results showed differences between the ensembles with respect to the challenges experienced. Furthermore, the cross-case analysis suggested that the quality of interaction (i.e., positive vs. negative) had a direct impact on the wellbeing of the groups' socio-emotional climate and shared regulation. Positive interaction not only increased music students' likelihood of enjoying ensemble work but also had an influence on shaping their collective-oriented strategy use and creative output. In contrast, prolonged negative interaction was linked to lower motivation and decreased collaborative effort among group members. The use of humour and shared references, such as recording labels, emerged as recurring strategies employed by students as socio-emotional tools that facilitated social regulation.

Social Perspective taking (SPT) is the aptitude to consider others' thoughts, feelings, intentions, and motivations in a particular situation. Our goal was to gain a deeper understanding of SPT by focusing on its dynamic and social nature. Qualitatively analyzing small group dialogues in an 8th-grade humanities classroom, we explore the interplay between the level of SPT acts and dialogical moves. Our findings indicate that SPT in a group dialogue context is a complex practice in which students engage with different perspectives and evaluate how their perspectives differ (or do not differ) compared to the perspectives of others. Specifically, higher levels of SPT acts stem from explaining one's own perspective and by inviting peers to put themselves in someone else's shoes. Accordingly, we offer a novel theoretical conceptualization of how perspective taking takes place in social interaction, describing it as a process of social anchoring and adjustment in which interlocutors develop and adjust their perspective by building on others' ideas and challenging them. Critically, this process transpires through a shift between the first-, second-, and third-person perspective, which include taking on the perspective of fictional characters and their actual peers.

The article focuses on the use of touch, in concert with body and talk, as a resource for the organisation of teacher instruction in the context of individualised learning in ‘open classrooms’ in German primary schools. Drawing on video observations of naturally occurring interactions between teachers and students in one such school, we analyse what is specific to teachers' instructional practices in open classrooms, a setting where each student is typically occupied with his or her individual task. The analysis reveals two aspects of using touch that play an important role in the instructional practices of teachers as they control, guide, and support students working individually on their learning tasks: the use of touch as a resource for establishing and closing a local interaction space and the use of touch as an instructional resource. The embodied characteristics of this kind of individualised instruction presuppose and commit the participants to rather close bodily contact and ‘nested formations’ that are different from the teacher-fronted activities of the cohort teaching format.

Professional learning communities (PLC) are considered a rich environment for teacher professional development. Through a cross-case longitudinal analysis, using questionnaires, interviews and observations, we explored the effect of school context factors on the development of seven PLCs in Dutch secondary education. The study revealed the importance of a pro-active, stimulating role of the school leader, the presence of collective autonomy and skilled facilitators, the quality of the discourse, and the degree of organisation and structure of meetings for PLC development. Sufficient time and space were considered indispensable by all PLCs. The findings of this study confirm and extend current knowledge on how to stimulate PLC development. Recommendations to foster PLC development were formulated providing guidelines for those involved in the implementation, development, and sustainability of PLCs in schools.

Scientists imagine when thinking scientifically, often conceptualised as thought experiments (Albert Einstein), reconciling both the study of the universe and the molecular world (Stephen Hawking) or when engaging with complex ideas, such as in genetics when imagining going down a microscope to study genes (Barbara McClintock). These imaginings are important in science. But does imagination matter in science education? What is the role of imagination in science education in the early years of school? To answer this question, we undertook a cultural-historical study of 18 children (5.6–7.4yers mean 6.4) and 4 teachers who participated in an educational experiment of a Conceptual PlayWorld over 11 weeks. A total of 34.2 h of digital video data were recorded. The results show how imagination was brought to bear on the scientific problem of the relations between the earth, moon, and Sun. The complex science being imagined by children and teachers brought forward imaginary moments and situations as embodied actions, socially engineered affective imagining, common play problems for motivated conditions for science learning, and the need for creating tangible pivots. These conditions developed different expression of imagination: affective imagining, embodied imagining, amplified imagining, and collective imagining. We argue that complexity in science under the conditions of a Conceptual PlayWorld develops different forms of imagining, thereby contributing to a more nuanced understanding of imagination in science education.

This paper explores children's deployment of objects in negotiating social relationships during peer play. Drawing from video-ethnographic research in a Swedish preschool, this study builds on insights from a cultural-historical perspective on children's learning and development, which is integrated with a multimodal interactional perspective on human social action. Specifically, the article analyzes an extended sequence of play (inter)actions with objects among children aged 5, focusing on how children interact not only with other humans, but (with)in a material culture and environment. As the analysis illustrates, children ingeniously transform and use material (play) objects, including their positioning in the play space, to index affiliative or disaffiliative stances toward playmates. It is argued that children's local deployment of objects is germane to children's negotiation of their friendship relationships and is further related to the social hierarchy of the peer group, which is (re-)negotiated on a turn-by-turn basis. The practices under scrutiny are also relevant and an example of children's acquisition of various social skills: by locally playing with objects, children refine interactional strategies that allow them to competently manage their social bonds and networks in preschool.

The paper argues that (a) Machine Learning (ML) constitutes a cultural tool capable of learning through perceiving patterns in data, (b) the kind of learning ML is capable of nevertheless constitutes a more circumscribed kind of learning compared with how that concept has been interpreted in sociocultural (S-c) theory; and, (c) the development of ML is therefore further extending and distributing the complex relationship between human and machine cognition and learning. The paper explores these contentions by firstly, providing a broad-based account of the conception of cultural tools in S-c Theory. Secondly, offering a genealogy of ML, including the model of learning that underpins ML and highlights the challenge that a cultural too capable of some kind of learning presents for the extant S-c conception of a cultural tool. Thirdly, identifying the new human-machine working-learning problem the ML model of learning is generating. Finally, argues the concept of recontextualization offers a way to address that problem by providing a holistic perspective on the relationship between ML and IPL models of learning. In making this argument the paper distinguishes between the ML predictive and the Chat GPT answer to question(s) model of learning.