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Situating pedagogy: moving beyond an interactional account


Reference:

Daniels, H., 2010. Situating pedagogy: moving beyond an interactional account. Pedagogies: An International Journal, 5 (1), pp. 27-36.

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    Official URL:

    http://www.informaworld.com/openurl?genre=article&issn=1554-480X&volume=5&issue=1&spage=27

    Abstract

    In this paper, I discuss a development within the cultural historical tradition in social science that makes a contribution to our understanding of pedagogy and thus to research in education. This departure involves the incorporation of a sociology of pedagogy into the post-Vygotskian formulation of the social formation of mind. In so doing, it seeks to extend the understanding of pedagogic practice beyond the analysis of dyadic or small group interactions so often found in studies which acknowledge the formative influence of Lev Vygotsky's writing and develops further the analytic and descriptive capacity of the various versions of activity theory developed in the wake of A. N. Leontiev's early work.

    Details

    Item Type Articles
    CreatorsDaniels, H.
    DOI10.1080/15544800903406282
    DepartmentsFaculty of Humanities & Social Sciences > Education
    Publisher StatementDaniels_Pedagogies_2010_5_1_27.pdf: This is an electronic version of an article published in Daniels, H. 2010. Situating pedagogy: moving beyond an interactional account. Pedagogies: An International Journal, 5(1), 27-36. Pedagogies: An International Journal is available online at: http://www.informaworld.com/openurl?genre=article&issn=1554-480X&volume=5&issue=1&spage=27; Daniels_Pedagogies_2010_5_1_27.doc: This is an electronic version of an article published in Daniels, H. 2010. Situating pedagogy: moving beyond an interactional account. Pedagogies: An International Journal, 5(1), 27-36. Pedagogies: An International Journal is available online at: http://www.informaworld.com/openurl?genre=article&issn=1554-480X&volume=5&issue=1&spage=27
    RefereedYes
    StatusPublished
    ID Code17907

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