Re-Conceptualization of Social Construction of Learning Community in a Preschool Classroom
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This study aims to understand classroom interactions among children and teachers during the large group meeting time in a preschool classroom, and to examine the role of the teachers and children, particularly in regard to the reconsideration of teacher's use of power in the classroom meetings. The study was proceeded in one preschool classroom over a five and a half months, located in a Midwestern city in the United States. This study adopted a microethnographic approach to look closely at actual interactions and how the children and teachers engaged in such group meaning making and learning during their large group meetings, especially in regard to the teacher-children interactions based on Edmiston (2008)'s re-conceptualization of power in this classroom context. During the large group meeting time, power was shared between the teacher and the children, and various forms of interactions and power relations (‘power over’, ‘power with’, ‘power for’) were co-constructed in this classroom context.
Abstract
This study aims to understand classroom interactions among children and teachers during the large group meeting time in a preschool classroom, and to examine the role of the teachers and children, particularly in regard to the reconsideration of teacher's use of power in the classroom meetings. The study was proceeded in one preschool classroom over a five and a half months, located in a Midwestern city in the United States. This study adopted a microethnographic approach to look closely at actual interactions and how the children and teachers engaged in such group meaning making and learning during their large group meetings, especially in regard to the teacher-children interactions based on Edmiston (2008)'s re-conceptualization of power in this classroom context. During the large group meeting time, power was shared between the teacher and the children, and various forms of interactions and power relations (‘power over’, ‘power with’, ‘power for’) were co-constructed in this classroom context.
참고문헌 (35)
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