<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This paper is a response to the growing acceptance that dialogic teaching/ learning focusing on the role of intersubjectivity in developing knowledge and reasoning, particularly when this intersubjectivity 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.</p></abstract>

This paper is a response to the growing acceptance that dialogic teaching/ learning focusing on the role of intersubjectivity in developing knowledge and reasoning, particularly when this intersubjectivity 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.

On the relevancy of using Vygotsky’s theoretical framework to legitimize dialogic teaching/learning

Trnava University Faculty of Education Department of School Pedagogy Priemyselná 4 918 43 Trnava Slovakia

Journal of Pedagogy

This paper is a response to the growing acceptance that dialogic teaching/ learning focusing on the role of intersubjectivity in developing knowledge and...

On the relevancy of using Vygotsky’s theoretical framework to legitimize dialogic teaching/learning

Publié en ligne: 31 déc. 2013

Pages: 237 - 252

DOI: https://doi.org/10.2478/jped-2013-0013

Mots clés
dialogic teaching/learning, innovations of teaching/learning, language as a semiotic tool, Vygotsky’s cultural-historical theory

This content is open access.

On the relevancy of using Vygotsky’s theoretical framework to legitimize dialogic teaching/learning

Publié en ligne: 31 déc. 2013

Pages: 237 - 252

DOI: https://doi.org/10.2478/jped-2013-0013

Mots clésdialogic teaching/learning, innovations of teaching/learning, language as a semiotic tool, Vygotsky’s cultural-historical theory

This content is open access.

Mots clés
dialogic teaching/learning, innovations of teaching/learning, language as a semiotic tool, Vygotsky’s cultural-historical theory