Vygotsky, education, and teacher education

Newman, Stephen; Latifi, Ashkan

doi:10.1080/02607476.2020.1831375

Cited by 31 publications

(24 citation statements)

References 50 publications

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“…The child's regulation of eye position changes along with head movement is likely to be extensively corrected after birth, when visual stimulation appears. It is possible that the vestibular system lateralized in the process of evolution before the motor system and pre-determined the lateralization of phylogenetically later-developing cognitive functions [47].…”

Section: Discussionmentioning

confidence: 99%

Integration of Vestibular and Auditory Information in Ontogenesis

Nikolaeva

Efimova²,

Vergunov³

2022

Children

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Background: We analyzed the hypothesis that the vestibular and auditory systems are integrative functions. Methods: The study involved 383 children (5.5 ± 2.4 years old). We assessed the conduct of auditory information by recording the auditory brain stem response (ABR), post-rotational nystagmus (PRN), and cervical vestibular evoked myogenic potentials (cVEMP), and calculated the integration of the parameters. All procedures were carried out using the JACOBI 4 software package. Results: We have found out that PRN, ABR, and cVEMP represent three different groups of integrative functions, each of which is conditioned by its own integrative mechanism. We have proven that PRN and ABR are associated with age, but no relationship was found between cVEMP and age. Conclusion: According to our data, the severity of ABR and PRN depended on age, while cVEMP was not associated with age. The functional immaturity of the child’s vestibular system, which probably arose in utero, often becomes apparent only at school when reading and writing must be mastered. These skills require maturity of both the vestibule ocular and vestibule spinal functions of the vestibular system.

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Section: Discussionmentioning

confidence: 99%

Integration of Vestibular and Auditory Information in Ontogenesis

Nikolaeva

Efimova²,

Vergunov³

2022

Children

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“…The notion of collaboration, or collaborative learning, as an educational strategy for supporting teaching and learning is well-established in social sciences research literature (Borko & Potari, 2020;Laal & Ghodsi, 2012;van der Linden et al, 2000). In particular, as a pedagogical approach, it fits well within contemporary views of sociocultural or socio-constructivist learning as described by Vygotsky (Newman & Latifi, 2021). For studies that situate themselves methodologically as following a self-study approach, it is understandable that collaboration would be central to the work described in the study, as it is frequently employed by self-study researchers as a means of establishing trustworthiness and to provide critical insight into the practice of studying teacher education (Mena & Russell, 2017).…”

Section: Theme 1: Role Of Collaborationmentioning

confidence: 95%

Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth

Rogers¹,

Berry²,

Krainer³

et al. 2021

Int J of Sci and Math Educ

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The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.

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“…Dalam ZPD, aspek interaksi sosial diberi penekanan dalam proses pembelajaran. Namun demikian, ZPD menghargai asas pendidikan yang berpusatkan murid serta menjelaskan bahawa perkembangan individu ke arah hasil pembelajaran keseluruhan berkait rapat dengan More Knowledgeable Other (MKO) (Newman & Latifi, 2021). MKO pula merupakan guru atau rakan sebaya yang lebih berpengetahuan yang mampu membantu murid mencapai sesuatu pembelajaran dengan lebih baik.…”

Section: Teori Konstruktivisme Sosial Vygotskyunclassified

Kerangka Penggunaan Peta Alir dalam Pembelajaran Penulisan Karangan Naratif Bahasa Cina

Teoh

Ng²

2022

MJSSH

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Kemahiran menulis merupakan salah satu kemahiran berbahasa yang wajib dipelajari oleh semua murid dalam pembelajaran Bahasa Cina di Sekolah Jenis Kebangsaan Cina (SJKC). Pemupukan kebolehan menghasilkan penulisan yang baik dalam kalangan murid sekolah rendah adalah amat penting kepada peningkatan literasi bahasa dan keupayaan pembelajaran. Namun demikian, kemahiran menulis paling sukar dipelajari dan dikuasai oleh murid sekolah rendah kerana melibatkan tahap literasi dan proses kognisi yang tinggi dan kompleks. Dalam usaha pembaharuan Kurikulum Standard Sekolah Rendah (Semakan 2017), merangsang minat dan keupayaan murid dalam penulisan karangan telah menjadi tumpuan para guru Bahasa Cina. Melalui penggunaan peta alir, murid dapat mengembangkan idea penulisan, membina struktur penulisan dengan menyeluruh, serta menguasai kemahiran menghasilkan penulisan dengan cekap. Berdasarkan ini, kerangka penggunaan peta alir secara praktikal dalam pembelajaran penulisan karangan naratif Bahasa Cina bagi murid Tahap II dicadangkan dalam kajian ini agar dapat menggalakkan murid belajar penulisan dengan lebih seronok, inovatif dan bermakna. Melalui kerangka penggunaan peta alir yang dicadangkan, penggunaan peta alir diintegrasikan dalam amalan pedagogi yang sejajar dengan pembelajaran abad ke-21. Kerangka ini juga memberi pencerahan Teori Konstruktivisme Sosial Vygotsky (1978) dan kaedah asas penggunaan peta alir dalam pembelajaran penulisan karangan naratif Bahasa Cina di SJKC. Dengan itu, kajian ini dipercayai mampu memberi implikasi yang bernilai kepada para guru yang ingin menambah baik kaedah pengajaran mereka.

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Vygotsky, education, and teacher education

Cited by 31 publications

References 50 publications

Integration of Vestibular and Auditory Information in Ontogenesis

Integration of Vestibular and Auditory Information in Ontogenesis

Finding Common Ground: A Synthesis of Science and Mathematics Teacher Educators’ Experiences with Professional Growth

Kerangka Penggunaan Peta Alir dalam Pembelajaran Penulisan Karangan Naratif Bahasa Cina

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