Sociocultural approaches to learning and development: A Vygotskian framework

John‐Steiner, Vera; Mahn, Holbrook

doi:10.1207/s15326985ep3103&4_4

Cited by 263 publications

(76 citation statements)

References 30 publications

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“…Rather the parent who sees the child move understands it as a pointing gesture.(p. 69) But this is significantly different from Vygotsky's own account as I read it and as discussed in John-Steiner and Mann (1996); and as it is also to be found in Vygotsky (1978, p.56). In my reading, the infant began this interaction with a goal in reaching out to grasp some desired object, one imagines an object such as a dummy or shiny toy-this is not a 'random movement'.…”

Section: Introductionmentioning

confidence: 68%

Alienation in mathematics education: critique and development of neo-Vygotskian perspectives

Williams

2015

Educ Stud Math

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This paper aims to critique and develop neo-Vygotskian work in mathematics education from (i) within the Vygotskian and activity theoretic tradition, and where necessary from (ii) a Bourdieusian perspective. First, I critique Roth and Radford's (2011) version of Cultural-historical Activity Theory, suggesting that a classroom episode presented as developmental might be seen as a process of alienation. I trace this to the institutional structure of schooling, in which curriculum and pedagogy are alienated from the learner's everyday sense. Next, I examine and critique the Vygotskian 'Funds of Knowledge' approach to critical mathematics education, which seeks to overcome alienation by subjecting the curriculum to the needs of the poor communities the school serves. Here, the critical point on alienation in the Vygotskian approach is better argued in Bourdieu's perspective on educational institutions as reproductive of class domination. Finally, the paper discusses the extent to which these critiques pertain to Vygotskian activity theory in general or only to these versions in particular and draws implications for the development of a critical mathematics education perspective in a synthesis of perspectives from Vygotsky and Bourdieu.

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Section: Introductionmentioning

confidence: 68%

Alienation in mathematics education: critique and development of neo-Vygotskian perspectives

Williams

2015

Educ Stud Math

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“…While intragroup dynamics, group cohesion and personal and shared responsibility were considered as the elements critical for promoting student teachers' inquiry skills, interest and motivation for research, teacher scaffolding was regarded as indispensable within the inquiry-based instructional process. For development, besides co participation, cooperative learning and joint discovery of knowledge (John-Steiner & Mahn, 1996), sociocultural theory highlights the significance of cognitive, social and motivational factors for development (Woolfolk et al, 2008). The role of the teacher can be conceptualized as that of facilitator of student learning through dialogue and collaboration (Kaartinen, 2009, p. 613).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

An Action Research on Developing Prospective Teachers’ Inquiry Skills

Kuter

2013

JESR

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“…experiences, who members interact with, what they learn from their interactions and participation in research group practices and activities, and how these interactions and group practices and activities shape their professional identities (e.g., intentions to pursue a faculty career) (Baker & Lattuca, 2010;John-Steiner & Mahn, 1996;Lave & Wenger, 1991;Wenger, 2010;Wertsch, del Rio, & Alvarez, 1995).…”

Section: Sociocultural Factorsmentioning

confidence: 99%

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

Burt

2018

American Educational Research Journal

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This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: (1) social identities and personal factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4) faculty prototype; (5) social comparisons; and (6) AbstractThis article advances the Theoretical Model of Engineering Professorial Intentions to explain why individuals do or not choose to pursue faculty careers. A thirteen-month ethnographic study of members of a diverse chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent components that contribute to members' identification with faculty careers: 1) social identities and personal factors; 2) sociocultural factors; 3) participation, interactions, and learning in research group experiences; 4) faculty prototype; 5) social comparisons; and, 6) individual and institutional experiences. The article concludes with implications for further research and recommendations regarding mentoring and design of research group experiences that may promote greater interest in and identification with the professoriate.

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Sociocultural approaches to learning and development: A Vygotskian framework

Cited by 263 publications

References 30 publications

Alienation in mathematics education: critique and development of neo-Vygotskian perspectives

Alienation in mathematics education: critique and development of neo-Vygotskian perspectives

An Action Research on Developing Prospective Teachers’ Inquiry Skills

Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences

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