Literaturnachweis - Detailanzeige
| Autor/in | Reed, Malcolm |
|---|---|
| Titel | Classroom Interaction and the Development of Empowerment |
| Quelle | In: Changing English: Studies in Culture and Education, 25 (2018) 2, S.115-134 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1358-684X |
| DOI | 10.1080/1358684X.2018.1458283 |
| Schlagwörter | Classroom Techniques; Interaction; Class Activities; Child Development; Child Psychology; English Instruction; Cultural Influences; Educational History; Case Studies; Educational Practices; Program Implementation; Elementary Secondary Education; Foreign Countries; United Kingdom |
| Abstract | What is the practical pedagogic value of the zone of proximal development? How might we draw from the writings of Vygotsky and Leont'ev with regard to understanding the process of children and young people's development as socialised intellectual beings? This article applies cultural-historical theory to classroom activity in order to reveal the potential for dynamic change in subjectivity, agency, cooperation and collaboration. After a detailed theoretical contextualisation which links primary sources and the cultural-historical tradition to learning and development through classroom activity, an incident in a lesson is discussed and situated in its wider narrative of practical experimentation, diagnosis and implementation. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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