NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002782
Record Type: Journal
Publication Date: 2013-Apr
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
The Distinctive Features of Joint Participation in a Community of Learners
Sewell, Alison; St. George, Alison; Cullen, Joy
Teaching and Teacher Education: An International Journal of Research and Studies, v31 p46-55 Apr 2013
The importance of teachers' and children's collaborative engagement in shared learning activities has a strong evidence base in sociocultural research and is promoted as an effective pedagogy in New Zealand's national curriculum. However, what this means for teachers' practice is unclear. Teachers can engage in practices thought to be "shared" but when examined turn out to be teacher dominated. This article reports on findings from a New Zealand study that explored the development of shared learning activities in four primary school classrooms. The study identified the reciprocal, dialogic, responsive and learning-focused interactions when teacher genuinely engaged collaboratively with their students, and distinguished these shared encounters from more commonly observed individual interactions. Because the teachers in this study struggled to understand and to engage in shared activity, it is important to distinguish the features of joint participation to support them to examine and broaden their pedagogical repertoires to include practices consistent with a learning community. (Contains 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand