Relational agency and disposition in sociocultural accounts of learning to teach

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Relational agency and disposition in sociocultural accounts of learning to teach. / Edwards, Anne; D'Arcy, Carmen.

In: Educational Review, Vol. 56, No. 2, 01.06.2004, p. 147-155.

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@article{204b640b40f4406a8d17e3d0dfed3e8f,
title = "Relational agency and disposition in sociocultural accounts of learning to teach",
abstract = "We draw on two studies of student teachers as they learn about learning while interacting with pupils. We argue that the affective notion of relational agency needs to become more central to understanding pedagogy if we are to prepare learners for the demands of the knowledge age. Here relational agency is defined as a capacity to engage with the dispositions of others in order to interpret and act on the object of our actions in enhanced ways. The social practices of settings in which these dispositions for collaborative engagement are enacted are examined using the conceptual tools of sociocultural psychology and activity theory. Implications for both the learning of pupils and of student teachers are discussed.",
author = "Anne Edwards and Carmen D'Arcy",
year = "2004",
month = jun,
day = "1",
doi = "10.1080/0031910410001693236",
language = "English",
volume = "56",
pages = "147--155",
journal = "Educational Review",
issn = "0013-1911",
publisher = "Taylor & Francis",
number = "2",

}

RIS

TY - JOUR

T1 - Relational agency and disposition in sociocultural accounts of learning to teach

AU - Edwards, Anne

AU - D'Arcy, Carmen

PY - 2004/6/1

Y1 - 2004/6/1

N2 - We draw on two studies of student teachers as they learn about learning while interacting with pupils. We argue that the affective notion of relational agency needs to become more central to understanding pedagogy if we are to prepare learners for the demands of the knowledge age. Here relational agency is defined as a capacity to engage with the dispositions of others in order to interpret and act on the object of our actions in enhanced ways. The social practices of settings in which these dispositions for collaborative engagement are enacted are examined using the conceptual tools of sociocultural psychology and activity theory. Implications for both the learning of pupils and of student teachers are discussed.

AB - We draw on two studies of student teachers as they learn about learning while interacting with pupils. We argue that the affective notion of relational agency needs to become more central to understanding pedagogy if we are to prepare learners for the demands of the knowledge age. Here relational agency is defined as a capacity to engage with the dispositions of others in order to interpret and act on the object of our actions in enhanced ways. The social practices of settings in which these dispositions for collaborative engagement are enacted are examined using the conceptual tools of sociocultural psychology and activity theory. Implications for both the learning of pupils and of student teachers are discussed.

UR - http://www.scopus.com/inward/record.url?scp=3042734366&partnerID=8YFLogxK

U2 - 10.1080/0031910410001693236

DO - 10.1080/0031910410001693236

M3 - Article

VL - 56

SP - 147

EP - 155

JO - Educational Review

JF - Educational Review

SN - 0013-1911

IS - 2

ER -