Intersubjectivity in Primary and Secondary Education: A Review Study

Autor/inn/en	Beraldo, Rossana Mary Fujarra; Ligorio, M. Beatrice; Barbato, Silviane
Titel	Intersubjectivity in Primary and Secondary Education: A Review Study
Quelle	In: Research Papers in Education, 33 (2018) 2, S.278-299 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beraldo, Rossana Mary Fujarra) ORCID (Ligorio, M. Beatrice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2017.1302497
Schlagwörter	Elementary Secondary Education; Literature Reviews; Cooperative Learning; Teacher Role; Cultural Differences; Cultural Influences; Cognitive Objectives; Social Environment; Time Perspective + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Lehrerrolle; Kultureller Unterschied; Cultural influence; Kultureinfluss; Kognitives Lernziel; Soziales Umfeld; Zeitbezug
Abstract	In this literature review on the dynamics of intersubjectivity in primary and secondary education, we summarise and examine articles published in the last 10 years. This concept is considered relevant in education, in particular to enhance different types of collaborative learning situations. The articles were selected from several databases, all in English and blindly peer-reviewed. From the 157 articles appearing when limiting the contexts to primary and secondary education, 25 empirical studies were selected because they focused on the collaborative activities of students-students and/or teacher-students. We are also interested in understanding the role that technology may play in such process. Additionally, research where some types of digital technologies were used was contrasted with studies with analogical technologies. The selected articles were analysed with the aim of highlighting ideas and critical concepts featuring the process of producing intersubjectivity. As relevant dimensions, we identified: (a) teachers' role; (b) cultural and/or intercultural dimension; (c) the role of cognitive aspects; (d) the role of social dimension, and (e) the role of space-time. Finally, implications for future empirical studies and educational practices are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01