Læring i et Vygotsky-perspektiv
Learning in a Vygotskian Perspective demonstrates how Lev Vygotsky's (1896–1934) socio-cultural perspectives on learning and education can in various ways hone our perceptions of good education in kindergarten and school. Vygotsky's ideas are an important frame of reference for current educational t...
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| Materyal Türü: | Online |
| Dil: | İngilizce Norveççe |
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Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
2023
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| Online Erişim: | OCN: 1406069500 |
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| _version_ | 1869529064772993024 |
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| author | Faldet, Ann-Cathrin Skrefsrud, Thor-André Somby, Hege Merete Bredikyte, Milda Ola Engen, Thor Filipiak, Ewa Hakkarainen, Pentti Igland, Mari-Ann Tveito Johnsen, Elisabeth Nes, Kari Skodvin, Arne Stalheim, Odd-Rune Vik, Stine |
| author_browse | Bredikyte, Milda Faldet, Ann-Cathrin Filipiak, Ewa Hakkarainen, Pentti Igland, Mari-Ann Nes, Kari Ola Engen, Thor Skodvin, Arne Skrefsrud, Thor-André Somby, Hege Merete Stalheim, Odd-Rune Tveito Johnsen, Elisabeth Vik, Stine |
| author_facet | Faldet, Ann-Cathrin Skrefsrud, Thor-André Somby, Hege Merete Bredikyte, Milda Ola Engen, Thor Filipiak, Ewa Hakkarainen, Pentti Igland, Mari-Ann Tveito Johnsen, Elisabeth Nes, Kari Skodvin, Arne Stalheim, Odd-Rune Vik, Stine |
| author_sort | Faldet, Ann-Cathrin |
| collection | Directory of Open Access Books |
| description | Learning in a Vygotskian Perspective demonstrates how Lev Vygotsky's (1896–1934) socio-cultural perspectives on learning and education can in various ways hone our perceptions of good education in kindergarten and school. Vygotsky's ideas are an important frame of reference for current educational thinking and constitute a central perspective within the field of education. And yet, it is hard to ignore the pronounced difference between the socio-cultural perspective and the standardization of education occurring today, propelled globally by politicians and education reformers.
This anthology contributes to a deeper understanding of how socio-cultural perspectives can provide ""opportunities and consequences for education"". The authors of the chapters in the book have been inspired in various ways by Vygotsky's pedagogical ideas, actively using and promoting them in new research projects in the context of new fields of research and practice within kindergartens, schools and teacher education.
The book will be of interest to researchers, teacher educators, teachers, students and others who are interested in socio-cultural learning processes in education.
The authors are affiliated with a variety of national and international institutions. The editors are affiliated with the Faculty of Teacher Education and Pedagogy at Høgskolen i Inlandet and the Department of Sámi Teacher Education at Sámi allaskuvla. Ann-Cathrin Faldet is an associate professor in pedagogy, Thor-André Skrefsrud is a professor in pedagogy, and Hege Merete Somby is an associate professor in pedagogy. |
| format | Online |
| id | doab-20.500.12854ir-122100 |
| institution | Directory of Open Access Books |
| language | eng nor |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| publisherStr | Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1221002025-03-21T03:59:07Z Læring i et Vygotsky-perspektiv Faldet, Ann-Cathrin Skrefsrud, Thor-André Somby, Hege Merete Bredikyte, Milda Ola Engen, Thor Filipiak, Ewa Hakkarainen, Pentti Igland, Mari-Ann Tveito Johnsen, Elisabeth Nes, Kari Skodvin, Arne Stalheim, Odd-Rune Vik, Stine Faldet, Ann-Cathrin Skrefsrud, Thor-André Somby, Hege Merete Vygotsky, socio-cultural perspectives on learning, kindergarten, school, pedagogical theories, Vygotsky, sosiokulturell læringsteori, barnehage, skole, lærerutdanninger, pedagogisk teori Learning in a Vygotskian Perspective demonstrates how Lev Vygotsky's (1896–1934) socio-cultural perspectives on learning and education can in various ways hone our perceptions of good education in kindergarten and school. Vygotsky's ideas are an important frame of reference for current educational thinking and constitute a central perspective within the field of education. And yet, it is hard to ignore the pronounced difference between the socio-cultural perspective and the standardization of education occurring today, propelled globally by politicians and education reformers. This anthology contributes to a deeper understanding of how socio-cultural perspectives can provide ""opportunities and consequences for education"". The authors of the chapters in the book have been inspired in various ways by Vygotsky's pedagogical ideas, actively using and promoting them in new research projects in the context of new fields of research and practice within kindergartens, schools and teacher education. The book will be of interest to researchers, teacher educators, teachers, students and others who are interested in socio-cultural learning processes in education. The authors are affiliated with a variety of national and international institutions. The editors are affiliated with the Faculty of Teacher Education and Pedagogy at Høgskolen i Inlandet and the Department of Sámi Teacher Education at Sámi allaskuvla. Ann-Cathrin Faldet is an associate professor in pedagogy, Thor-André Skrefsrud is a professor in pedagogy, and Hege Merete Somby is an associate professor in pedagogy. Læring i et Vygotsky-perspektiv viser hvordan Lev Vygotskys (1896–1934) sosiokulturelle perspektiver på læring og utdanning på ulike måter kan bidra til å skjerpe blikket for hva god opplæring kan være i barnehage og skole. Vygotskys ideer er en viktig referanseramme for dagens pedagogiske tenkning og utgjør et sentralt perspektiv innenfor utdanningsfeltet. Samtidig er det vanskelig å overse den markante forskjellen mellom det sosiokulturelle perspektivet og samtidens standardisering av utdanning, drevet frem globalt av politikere og utdanningsreformatorer. Antologien bidrar til en dypere forståelse av hvordan sosiokulturelle perspektiver kan gi «muligheter og konsekvenser for opplæringen». Kapitlene i boken er på ulike måter inspirert av Vygotskys pedagogiske tenkning og bruker den aktivt og viderefører den inn i nye forskningsprosjekter i møte med nye forsknings- og praksisfelt innenfor barnehage, skole og lærerutdanning. Boken henvender seg til forskere, lærerutdannere, lærere, studenter og andre som interesserer seg for sosiokulturelle læringsprosesser i utdanning. Kapitlene er skrevet av en rekke fagfolk fra ulike nasjonale og internasjonale institusjoner. Redaktørene er tilknyttet Fakultet for lærerutdanning og pedagogikk ved Høgskolen i Innlandet og Institutt for samiske lærerutdanninger ved Sámi allaskuvla. Ann-Cathrin Faldet er førsteamanuensis i pedagogikk, Thor-André Skrefsrud er professor i pedagogikk, og Hege Merete Somby er førsteamanuensis i pedagogikk. 2023-11-17T09:27:52Z 2023-11-17T09:27:52Z 2023-10-20T10:07:25Z 2023 book OCN: 1406069500 https://library.oapen.org/handle/20.500.12657/76891 9788202811501 9788202811471 9788202811488 9788202811495 https://directory.doabooks.org/handle/20.500.12854/122100 eng nor open access image/jpeg image/jpeg image/jpeg Attribution 4.0 International Attribution 4.0 International Attribution 4.0 International https://library.oapen.org/bitstream/20.500.12657/76891/1/L%c3%a6ring_i_et_Vygotsky-perspektiv.pdf https://library.oapen.org/bitstream/20.500.12657/76891/1/L%c3%a6ring_i_et_Vygotsky-perspektiv.pdf https://library.oapen.org/bitstream/20.500.12657/76891/1/L%c3%a6ring_i_et_Vygotsky-perspektiv.pdf Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) 10.23865/noasp.191 10.23865/noasp.191 9266f8a8-a49e-4697-9bd1-69645f9037c2 9788202811501 9788202811471 9788202811488 9788202811495 245 Oslo open access |
| spellingShingle | Vygotsky, socio-cultural perspectives on learning, kindergarten, school, pedagogical theories, Vygotsky, sosiokulturell læringsteori, barnehage, skole, lærerutdanninger, pedagogisk teori Faldet, Ann-Cathrin Skrefsrud, Thor-André Somby, Hege Merete Bredikyte, Milda Ola Engen, Thor Filipiak, Ewa Hakkarainen, Pentti Igland, Mari-Ann Tveito Johnsen, Elisabeth Nes, Kari Skodvin, Arne Stalheim, Odd-Rune Vik, Stine Læring i et Vygotsky-perspektiv |
| title | Læring i et Vygotsky-perspektiv |
| title_full | Læring i et Vygotsky-perspektiv |
| title_fullStr | Læring i et Vygotsky-perspektiv |
| title_full_unstemmed | Læring i et Vygotsky-perspektiv |
| title_short | Læring i et Vygotsky-perspektiv |
| title_sort | laering i et vygotsky perspektiv |
| topic | Vygotsky, socio-cultural perspectives on learning, kindergarten, school, pedagogical theories, Vygotsky, sosiokulturell læringsteori, barnehage, skole, lærerutdanninger, pedagogisk teori |
| topic_facet | Vygotsky, socio-cultural perspectives on learning, kindergarten, school, pedagogical theories, Vygotsky, sosiokulturell læringsteori, barnehage, skole, lærerutdanninger, pedagogisk teori |
| url | OCN: 1406069500 |
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