Dialogic Learning Shifting Perspectives to Learning, Instruction, and Teaching /
Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a...
| Συγγραφή απο Οργανισμό/Αρχή: | |
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| Άλλοι συγγραφείς: | , |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Dordrecht :
Springer Netherlands,
2004.
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| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- Introduction. Dialogic teaching, learning and instruction: Theoretical roots and analytical frameworks
- Part I: Dialogic Learning: Culture And Identity. Dialogic learning in the multi-ethnic classroom: Cultural resources and modes of collaboration. Third space in cyberspace: Indigenous youth, new technologies and literacies. Making sense through participation: Social differences in learning and identity development. Diverse voices, dialogue and intercultural learning in a second language classroom. Learning to plan: A study of reflexivity and discipline in modern pedagogy
- Part II: Dialogic Learning: Multiple Perspectives On The Social Construction Of Knowledge. Studying peer interaction from three perspectives: The example of collaborative concept learning. Working together on assignments: Multiple analysis of learning events. On participating in communities of practice: Cases from science classrooms. Dynamics of coordination in collaboration. The social regulation of cognition: From colour identification in the Stroop Task to classroom performances. Shared and unshared knowledge resources: The collaborative analysis of a classroom case by pre-service teachers
- Epilogue. Notes on classroom practices, dialogicality, and the transformation of learning
- Index.
