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Talking, reading, and writing like an educational psychologist: The role of discourse practices in graduate students' professional identity development
This study explored the role played by the development of discourse practices specific to a discipline in the professional identity development of graduate students. Qualitative methods were used to track 34 students at different stages of their doctoral programs, marked by important signposts of progress in their graduate studies in educational psychology. Grounded theory methods led to two themes: (a) students recognizing to varying degrees the need to change their ways of talking, reading, and writing, grounded in experiences with coursework, research activities, practicum sites, and various writing projects; and (b) fo...
Source: Learning, Culture and Social Interaction - July 13, 2018 Category: Psychiatry & Psychology Source Type: research

Interconnections between the discursive framing of space-time and the interpretation of a collaborative task
Publication date: Available online 31 August 2017Source: Learning, Culture and Social InteractionAuthor(s): Giuseppe Ritella, Maria Beatrice Ligorio, Kai HakkarainenAbstractThe purpose of the present study was to examine the discursive framing of space-time in the context of a collaborative task in a higher education course. We employed the concept of chronotope, which was developed within the dialogical approach for a socio-cultural examination of space and time. We conducted participant observation at a media-design course in which students worked in groups to develop a project. We collected video-audio records of the st...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Positionality in researching the dialogic self: A commentary on the possibilities for dialogic theory and pedagogy
Publication date: Available online 16 October 2017Source: Learning, Culture and Social InteractionAuthor(s): Peter D. Renshaw (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Becoming professional through dialogical learning: How language activity shapes and (re-) organizes the dialogical self's voicings and positions
Publication date: Available online 18 October 2017Source: Learning, Culture and Social InteractionAuthor(s): Marie-Cécile Bertau, Andrea TuresAbstractCombining cultural-historical and dialogical theoretical approaches, we understand language and the self as dialogically related dynamic phenomena. Learning is a dialogic activity shaped by language activity. The specific forms of language that learning activity takes are at the core of our research, leading to a form sensitive concept of professional development. It addresses societal contexts and others as formative and highlights voicings as concrete forms experienced by ...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference
This study suggests that a pedagogical intervention can produce identity change in the direction of becoming more dialogic and shows that it is possible to evaluate this change. (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Idea-dying in critical ontological pedagogical dialogue
We describe and analyze three cases in our own classrooms with critical dialogic pedagogical orientation, in which dialogues nevertheless collapsed and ideas died. (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Children's experiencing of their transition from preschool to first grade: A visual narrative study
Publication date: Available online 19 October 2017Source: Learning, Culture and Social InteractionAuthor(s): Saara Salmi, Kristiina KumpulainenAbstractDespite vast research on school transitions, less attention has been paid to understanding children's own sense-making of their transition from preschool to first grade. Drawing on sociocultural and dialogic approaches, this study addresses this gap by investigating children's experiencing (perezhivanie) of their school transitioning nested in the interaction between their motives and perceived demands. The data are derived from an ethnographic research project with 19 first...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

The role of critical incidents in the dialogical construction of teacher identity. Analysis of a professional transition case
Publication date: Available online 26 October 2017Source: Learning, Culture and Social InteractionAuthor(s): Carles Monereo (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Dynamics between self and culture in school: A dialogical and developmental perspective
Publication date: Available online 8 November 2017Source: Learning, Culture and Social InteractionAuthor(s): Sandra Ferraz de Castillo Dourado Freire, Angela Uchoa BrancoAbstractConsidering self-development a fundamental aspect of education, the study builds on a semiotic-cultural constructivist approach and the Dialogical Self Theory to make sense of the relationship between self-other-culture. The analysis of the educational trajectory of Ken demonstrated how dialogical relations supported the changes he experienced as a learner. The methodological design consisted of observations, focus group sessions and interviews dur...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip
Publication date: Available online 27 November 2017Source: Learning, Culture and Social InteractionAuthor(s): Antti Rajala, Sanne F. AkkermanAbstractIn this paper, we have conducted a detailed analysis of video-records of a class fieldtrip to an outdoor environmental education center to examine how the activity and its material context were interpreted, negotiated and sometimes contested in dialogic interactions between the students, teacher and two environmental educators. The findings shed light into the varied ways in which the different interpretations during the fieldtrip produced the forest and its surroundings as th...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Striking a balance: Socio-emotional processes during argumentation in collaborative learning interaction
Publication date: March 2018Source: Learning, Culture and Social Interaction, Volume 16Author(s): Jaana Isohätälä, Piia Näykki, Sanna Järvelä, Michael J. Baker (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

The relationship between conceptions of learning and academic outcomes in middle school students according to gender differences
This study was aimed at inquiring the relationships between conceptions of learning and academic outcomes in middle school students, also considering gender differences. Students' conceptions of learning were investigated in 136 participants by means of a self-report questionnaire and their academic outcomes were collected. General Linear Models were used to analyze the relationships among the variables. Conceptions of learning predicted the academic outcomes, even considering gender differences. Conceptions of learning as a ‘co-constructive and cultural process’ and as a ‘personal challenge, self-efficacy and person...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Social learning through rural communities of practice: Empirical evidence from farming households in the Vietnamese Mekong Delta
This study highlights important aspects of households' social learning system characterized by informal networks with various forms of bonding and bridging relationships. These learning patterns suggest that informal communication is a dominant learning approach in the rural delta. This study contributes to advancing the theoretical and empirical knowledge of social learning and its policy implications for rural development in the VMD. (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Communicative interactions in foreign language education: Contact anxiety, appraisal and distance
Publication date: March 2018Source: Learning, Culture and Social Interaction, Volume 16Author(s): Damian J. Rivers, Andrew S. RossAbstractFramed against a backdrop of complex intergroup dynamics and the legacies created for foreign language education, the current article tests three hypotheses which explore the efficacy of direct contact encounters between Japanese university students and ‘idealized’ native-speaker English teachers. As antecedents to positive language learning outcomes, attention is given to student self-reported measures of pre-contact and post-contact anxiety, student appraisals of teacher desirabili...
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: March 2018Source: Learning, Culture and Social Interaction, Volume 16Author(s): (Source: Learning, Culture and Social Interaction)
Source: Learning, Culture and Social Interaction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research