Abstract
Learning is to a large extent an ongoing social process as both students and their teachers learn by being part of shared social practices through social interactions that facilitate learning gains. Learning gains are facilitated by different factors. Sociocultural research shows that the organization of schooling promotes or restricts learning, and is a crucial factor to understand how children from a diversity of backgrounds profit from instruction. This is a first urgent issue to be considered by teachers and teacher education in our socio and culturally diverse society.
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References
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Hjörne, E., Aalsvoort, G.v.d., Abreu, G.d. (2012). Exploring Practices and The Construction of Identities in School. In: Hjörne, E., Aalsvoort, G.v.d., Abreu, G.d. (eds) Learning, Social Interaction and Diversity – Exploring Identities in School Practices. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-803-2_1
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DOI: https://doi.org/10.1007/978-94-6091-803-2_1
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-803-2
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