PL EN


2013 | 4 | 2 | 237 – 252
Article title

ON THE RELEVANCY OF USING VYGOTSKY’S THEORETICAL FRAMEWORK TO LEGITIMIZE DIALOGIC TEACHING/LEARNING

Authors
Title variants
Languages of publication
EN
Abstracts
EN
This paper is a response to the growing acceptance that dialogic teaching/learning focusing on the role of inter-subjectivity in developing knowledge and reasoning, particularly when this inter-subjectivity is mediated and maintained by means of language is an appropriate reaction to the weaknesses of direct instruction within the Vygotskian framework. In this paper, the theoretical background of dialogic teaching/learning inspired by Vygotsky’s cultural-historical theory is elaborated to discuss the crucial elements of the way in which the theoretical relevance of this stance in education has evolved from Vygotsky’s theory.
Year
Volume
4
Issue
2
Pages
237 – 252
Physical description
Contributors
  • Trnavská Univerzita, Pedagogická fakulta, Priemyselná 4, 918 43 Trnava, Slovak Republic
References
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.cejsh-2109d709-4a04-4d1a-a9d3-db8f123277e9
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.