Results 101 to 110 of about 57,618 (272)

Exploring Teacher Idealism: The Concentric Model, Narrative Identity, and Agency in English Language Teaching in Türkiye

open access: yesTESOL Quarterly, EarlyView.
Abstract Teacher idealism, the ethical, aspirational, and future‐oriented dimension of professional identity, remains under‐theorized in second language teacher education (SLTE) despite its central role in sustaining pedagogical agency and professional resilience.
Kemal Sinan Özmen   +1 more
wiley   +1 more source

Review of Vygotsky: a interação no ensino-aprendizagem de línguas

open access: yes, 2020
Resenha da obra: FIGUEIREDO, F. J. Q. de. Vygotsky: a interação no ensino-aprendizagem de línguas. São Paulo: Parábola Editorial, 2019.Review of: FIGUEIREDO, F. J. Q.
Alves do Lago, Neuda
core   +1 more source

Reimagining Book History Creatively for Twenty‐First‐Century Publishing Students

open access: yesHistory, EarlyView.
ABSTRACT Teaching book history to twenty‐first‐century publishing students often proves a delightful challenge as some grapple with appreciating how this history is relevant to not only their pursuit of a career in the publishing industry but also the publishing industry generally.
Jocelyn Hargrave
wiley   +1 more source

A la rencontre de Lev Vygotsky

open access: yes, 2007
Ce livre est issu d’un projet pédagogique réalisé au second semestre de l’année académique 2006-2007 par des étudiantes et étudiants de l’Université du Luxembourg, dans le cadre du deuxième module : «Introducing Vygotsky (1896-1934): Mediation and the ...

core   +1 more source

The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before

open access: yesMind, Culture, and Activity, 2019
Given the growing interest in the scaffolding process, it is worthwhile to address competing accounts about the origin of this term. The concept was empirically introduced by Wood, Bruner, and Ross in 1976 and has often been associated with the “zone of ...
A. Shvarts, A. Bakker
semanticscholar   +1 more source

Lev S. Vygotsky (1896 – 1934)

open access: yes
This paper is written in a series of Prospect’s texts on most important educators. Therefore, the focus in this paper is on Vygotsky’s conception of education (learning).
I. Ivich
core   +1 more source

A century of inertia in quantitative ecology education

open access: yesMethods in Ecology and Evolution, EarlyView.
Abstract Ecology has undergone a profound methodological transformation through the rapid growth in new technologies, data volume, statistical innovation and analytical sophistication. These developments create unprecedented opportunities for novel ecological insights, but have also magnified longstanding concerns about quantitative training, which ...
William P. Kay   +8 more
wiley   +1 more source

The maternal mental state input inventory: A scoping review of use, adaptation and developmental evidence

open access: yesBritish Journal of Developmental Psychology, EarlyView.
Abstract Adults' mental state language (MSL), referring to and labelling cognitions, emotions and desires, is regarded as a key input to children's social‐cognitive development. The Maternal Mental State Input Inventory (MMSII) offers a vignette‐based approach to investigating adults' preferences for using MSL and elaborated language.
Callyn Farrell   +2 more
wiley   +1 more source

Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics

open access: yesLearning, Culture and Social Interaction, 2019
Vygotsky conceptualized the teaching/learning process as inherently collaborative. We extend prior evaluations of this claim by enlisting eye-tacking instruments to monitor the perceptual activity of four teacher–student dyads, as the student solves a ...
A. Shvarts, Dor Abrahamson
semanticscholar   +1 more source

Two Approaches to the Problem of Development in the Context of Social Interactions: L.S. Vygotsky vs J. Piaget

open access: yes, 2020
The article is devoted to the problem of development and learning in the context of social interactions. This question is investigated on the basis of the analysis of the theoretical views of L.S. Vygotsky and J. Piaget. Both J. Piaget and L.S.
V. Rubtsov
semanticscholar   +1 more source

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