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DC Field | Value | Language |
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dc.contributor.author | Gatt, Suzanne | |
dc.contributor.author | Molina, Silvia | |
dc.contributor.author | Puigdellivol, Ignasi | |
dc.date.accessioned | 2017-05-18T16:24:18Z | |
dc.date.available | 2017-05-18T16:24:18Z | |
dc.date.issued | 2010 | |
dc.identifier.citation | Molina, S., Gatt, S., & Puigdellívol, I. (2010). Mead's contributions to learners' identities. Journal of Psychodidactics, 15(2), 223-238. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar//handle/123456789/19170 | |
dc.description.abstract | Mead’s approach of symbolic interactionism is useful for explaining both how students learn and how learning environments can be improved. This article reviews Mead’s theoretical contributions, which serve as a base for successful educational actions in several countries. The interactionist view of learning is examined in depth, as well as the dialogical nature of the self, and the way that verbal language and gestures mediate interaction. These concepts are illustrated with examples from case studies of successful schools, which show the didactic consequences each of these dialogic premises have: emphasise dialogue as a basic tool in educational interactions and coordinate actions between all the people students interact with, inside and outside schools. These interactions and dialogues impact students’ development of their identities as learners. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Elsevier Ltd. | en_GB |
dc.rights | info:eu-repo/semantics/openAccess | en_GB |
dc.subject | Mead, Margaret, 1901-1978 | en_GB |
dc.subject | Education | en_GB |
dc.subject | Learning | en_GB |
dc.title | Mead’s contributions to learner’s identities | en_GB |
dc.type | article | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
dc.identifier.doi | 10.1387/RevPsicodidact.814 | |
Appears in Collections: | Scholarly Works - FacEduECPE |
Files in This Item:
File | Description | Size | Format | |
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OA - Mead's Contributions to Learner's Identities.pdf | 123.62 kB | Adobe PDF | View/Open |
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