Educational dialogues and the fostering of pupils' independence. The practices of two teachers.

Autor/inn/en	Lockhorst, Daan; Wubbels, Theo; Oers, Bert van
Titel	Educational dialogues and the fostering of pupils' independence. The practices of two teachers.
Quelle	In: Journal of curriculum studies, 42 (2010) 1, S. 99-121Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270903079237
Schlagwörter	Montessori-Pädagogik; Schüler-Lehrer-Beziehung; Schüler; Unterrichtsgespräch; Unterrichtsstil; Entwicklung
Abstract	If the purpose of an educational system is to guide pupils towards achieving independence, then certain conditions about the design and conduct of that system must be met. In this paper, those conditions are formulated from a socio-cultural perspective on learning and development. This paper examines the extent to which those conditions were fulfilled by teachers judged 'good' by their pupils and by school management in a case-study in two Montessori secondary schools. Because discourse is assumed to play a central role when pupils work on assignments with the teacher assisting them, dialogues occurring in various teaching-learning situations were analysed. The types of language genre used by the teachers and pupils were found to be important characteristics of the ongoing dialogues. The main results were that 'good' teachers excel in the adoption of a personal approach to pupils, but they work much more intuitively than systematically or deliberately to stimulate pupils' development of higher mental functions.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1