Abstract

The teaching-learning process is grounded on cultural assumptions concerning the sense of the teaching relationship: who are the people engaged in the shared scholastic activity, what and why they are doing what they are doing. Generally, these assumptions are taken for granted and acted out, rather than being negotiated between student and teacher. Starting from the analysis of a transcript of communicative interaction in class, we discuss conditions and constraints concerning the educational model that we call “taken for granted setting”. Moreover, we highlight the fact that due to the profound cultural change in the student population, the teaching-learning relationship can no longer take these relational assumptions for granted. Consequently, we propose to consider teaching as being aimed at constructing, developing and governing the relational conditions required for the teaching to take place. We call such a methodological approach: reframing setting.

Autore Pugliese

• Venuleo Claudia , Mossi Piergiorgio , Salvatore Sergio

Tutti gli autori

• Venuleo C. , Salvatore S. , Mossi P. , Grassi R. , Ruggero Andrisano R.

Titolo volume/Rivista

EUROPEAN JOURNAL OF SCHOOL PSYCHOLOGY

Anno di pubblicazione

2010

ISSN

1723-7254

ISBN

Non Disponibile

Numero di citazioni Wos

Nessuna citazione

Ultimo Aggiornamento Citazioni

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Numero di citazioni Scopus

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Ultimo Aggiornamento Citazioni

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Settori ERC

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Codici ASJC

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