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Learning to plan. A study of reflexivity and discipline in modern pedagogy.
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
Institutionen för pedagogik och didaktik Göteborgs universitet.
2004 (English)In: Dialogic learning: shifting perspectives to learning, instruction, and teaching / [ed] Jos van der Linden and Peter Renshaw, Dordrecht: Kluwer Academic Publishers , 2004, 109-124 p.Chapter in book (Other academic)
Abstract [en]

This book shows the importance of a more socially grounded account on learning, instruction and teaching at and between different levels: meta-theory, theory, methods and educational practices. Three main questions are dealt with in the research presented in the book:

  • what are the affordances and constraints of a dialogic view of knowing, knowledge, and learning;
  • how useful it is to integrate contemporary learning mechanisms and concepts (like elaboration, metacognition) within a dialogic framework;
  • what are the educational implications of a dialogic view of knowing and learning
Place, publisher, year, edition, pages
Dordrecht: Kluwer Academic Publishers , 2004. 109-124 p.
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-30311Local ID: 15841ISBN: 1-4020-1930-0ISBN: 978-1-4020-1930-2OAI: diva2:251133
Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2013-10-21Bibliographically approved

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