Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory

Engeness, Irina; Lund, Andreas

doi:10.1016/j.lcsi.2018.11.004

Cited by 20 publications

(21 citation statements)

References 15 publications

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“…Thus, the human mind is not something relative to external activity. For him, human cognition and external activity are products of one another (Engeness & Lund, 2018).…”

Section: Supporting Knowledge In-(ter) -Actionmentioning

confidence: 99%

“…Gal'perin's many years of research with teachers and students on the teaching-learning process and mental development go further than the acquisition of knowledge. He conceptualised the teaching-learning process as a psychological ideal activity, which begins in the external plane of the material form during social activities and then transforms into an internal psychological form (Engeness & Lund, 2018). Gal'perin developed a teachinglearning model that centred around mediation, internalisation and activity.…”

Section: Supporting Knowledge In-(ter) -Actionmentioning

confidence: 99%

“…By added indices, each segment has a discrete value between two indices ( fig. 24; Engeness & Lund, 2018).…”

Section: Supporting Knowledge In-(ter) -Actionmentioning

confidence: 99%

“…Example of an 'orienting chart' used to introduce the principle of analysing graphemes in the teaching of handwriting in Dutch primary schools (Engeness & Lund, 2018).…”

Section: Figure 24mentioning

confidence: 99%

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Knowledge in-(ter)-action : responsive learning as knowledge building

Jong¹

2020

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“…Thus, the human mind is not something relative to external activity. For him, human cognition and external activity are products of one another (Engeness & Lund, 2018).…”

Section: Supporting Knowledge In-(ter) -Actionmentioning

confidence: 99%

Section: Supporting Knowledge In-(ter) -Actionmentioning

confidence: 99%

“…By added indices, each segment has a discrete value between two indices ( fig. 24; Engeness & Lund, 2018).…”

Section: Supporting Knowledge In-(ter) -Actionmentioning

confidence: 99%

“…Example of an 'orienting chart' used to introduce the principle of analysing graphemes in the teaching of handwriting in Dutch primary schools (Engeness & Lund, 2018).…”

Section: Figure 24mentioning

confidence: 99%

See 2 more Smart Citations

Knowledge in-(ter)-action : responsive learning as knowledge building

Jong¹

2020

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“…A brief outline of the sequence allows us to point to how the behaviours associated with shyness may present challenges for teachers. The sequence (Edwards, ) is based on Vygotskian understandings of learning (Vygotsky, ) and is informed by Galperin's detailed cultural–historical account of pedagogic strategies (Engeness & Lund, ).…”

Section: A Cultural–historical Framing Of Pedagogical Interactionsmentioning

confidence: 99%

Teachers’ understandings of shyness: Psychosocial differentiation for student inclusion

Mjelve

Nyborg

Edwards

et al. 2019

British Educational Res J

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Shyness is not a recognised special educational need, yet studies reveal that shy children underperform academically and present psychosocial vulnerabilities. We present a Norwegian study of elementary school teachers who have experience in working with shy children. Framed by a cultural–historical understanding that concepts are tools employed by teachers as they work on problems of practice, the study examined (i) how shyness is a concept allowing teachers to interpret behaviours of children and (ii) why they employ the concept and what demands were being addressed. Data were gathered through post‐observation stimulated recall interviews with 8 teachers and three focus group sessions with 11 teachers. Seeing shyness as a tool for identifying the demands made by children regarded as shy, revealed sets of child behaviours which required two distinct forms of differentiation: (i) augmenting cognitive support with psychosocial feedback to help the child overcome the behaviours impeding their engagement as active learners and (ii) making extra efforts when eliciting children's understandings in order to give formative feedback and support progress through pedagogic sequences. By identifying the behaviours underpinning broad descriptions of shyness, such as anxiety, the analyses show that teachers employ shyness as an overarching concept which reveals psychosocial demands that may not be entirely addressed by the repertoires of responses available to them.

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Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century

Learning for the future: Insights arising from the contributions of Piotr Galperin to the cultural-historical theory

Cited by 20 publications

References 15 publications

Knowledge in-(ter)-action : responsive learning as knowledge building

Knowledge in-(ter)-action : responsive learning as knowledge building

Teachers’ understandings of shyness: Psychosocial differentiation for student inclusion

Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century

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