ERIC Number: EJ697894
Record Type: Journal
Publication Date: 2004
Reference Count: 0
Teaching and Learning as a Bi-Directional Activity: Investigating Dyadic Interactions between Child Teachers and Child Learners
LeBlanc, Gess; Bearison, David J.
Cognitive Development, v19 n4 p499-515 Oct-Dec 2004
Building upon Vygotsky's ideas about the shift from other- to self-regulation in the ''zone of proximal development,'' we study how children, when teaching a board game that they previously co-constructed with a peer to a new child, reciprocally negotiate the roles of teacher and learner. From our investigation, we find that the quality of the relationship between teacher and learner changes from one reflecting guidance to one reflecting collaboration. This collaborative model of teaching and learning differs from more traditional models by which an active adult teacher is depicted as transmitting knowledge to a relatively passive child learner. Instead, we contend and demonstrate that the practice of teaching and learning is best viewed as a bi-directional interaction that results in the cognitive growth of both teacher and learner.
Descriptors: Teacher Student Relationship
Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: email@example.com.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A