Analysis of Classroom Discourse in 'Personal Education' Classes in Light of the Theories of Dewey, Piaget and Vygotsky

Autor/inn/en	Shashoua, Ayala; Court, Deborah
Titel	Analysis of Classroom Discourse in 'Personal Education' Classes in Light of the Theories of Dewey, Piaget and Vygotsky
Quelle	In: Curriculum and Teaching, 31 (2016) 1, S.67-87 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
Schlagwörter	Classroom Communication; Discourse Analysis; Qualitative Research; Teaching Methods; Learning Processes; Middle School Students; Foreign Countries; Learning Theories; Peer Relationship; Trust (Psychology); Teacher Student Relationship; Middle School Teachers; Mentors; Semi Structured Interviews; Observation; Israel + Suchen Sie Ihr Suchwort? Klassengespräch; Diskursanalyse; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Learning theory; Lerntheorie; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Beobachtung
Abstract	This qualitative study investigated a 'personal education' program that operates in some middle schools in Israel. This article focuses on three teachers in three different Jewish Israeli middle schools, and their students, and the intrapersonal and interpersonal teaching and learning processes in their classrooms. The theories of Dewey, Piaget and Vygotsky provided the theoretical lens through which teaching and learning processes were viewed. The findings show that in order for peer group dialogueue to reinforce participants' personal development the teacher must reinforce group norms of mutual trust among the participants, enabling inclusive, authentic dialogueue and classroom discourse which builds mutual respect. In addition, the teacher reinforces these norms via overt and covert messages, and via the model that he or she displays to the participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01