Formazione & insegnamento
ISSN: 2279-7505 | Published: 2022-12-30
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Title: Children's peer interactions in the classroom: A review of literature, an empirical illustration, and some implications for teacher's practice
Abstract: The paper explores the risks and opportunities of classroom peer interactions on the basis of previous literature and of data from video-ethnographic research in two primary Italian schools. As regards the former, the article reviews previous academic literature, arguing that several studies on peer group work neglected the process of children's mutual engagement. Conversely, other studies managed to offer a thorough description of the practices that might develop in the peer group, highlighting how peer interactions (a) entail significant opportunities for children's learning and development, but (b) are also a locus where children might exclude other classmates. This recognition is further demonstrated through an empirical illustration based on data collected during the ethnographic research. Setting out from this appraisal of previous literature and empirical data, the article outlines the pedagogical relevance of peer interactions in the classroom and delineates its implications for teachers' professional practice.
Keywords: Teachers' professional knowledge; classroom; peer group; peer tutoring; social interaction
Title: Le interazioni tra pari in classe: Una review della letteratura, un'illustrazione empirica e qualche indicazione per le insegnantiLe interazioni tra pari in classe: Una review della letteratura, un'illustrazione empirica e qualche indicazione per le insegnanti
Abstract: L'articolo è incentrato sui rischi e sulle opportunità di apprendimento che si possono sviluppare all'interno del gruppo dei pari in classe. La discussione si basa su una disamina della letteratura esistente e sui dati raccolti nel corso di una ricerca video-etnografica in due scuole primarie dell'Italia del Nord. L'analisi della letteratura rivela che molti studi nel settore hanno adottato una prospettiva focalizzata esclusivamente sui risultati del lavoro tra pari, tralasciando il processo che ne è alla base. Altri studi si sono invece focalizzati sulle pratiche concrete all'interno del gruppo, sottolineando come le interazioni tra pari (a) siano potenzialmente ricche di opportunità di apprendimento e (b) non siano estranee a pratiche di rifiuto ed esclusione. Attraverso un'illustrazione empirica, l'articolo sottolinea questa 'doppia valenza' delle pratiche tra bambini e quindi la loro rilevanza pedagogica. L'articolo propone infine alcune indicazioni per la pratica professionale delle insegnanti.
Keywords: classe; gruppo dei pari; interazione sociale; sapere professionale dell'insegnante; tutoraggio tra pari
Title: Interactions des pairs pour enfants dans la salle de classe: une revue de la littérature, une illustration empirique et quelques implications pour la pratique des enseignants
Abstract: L'article explore les risques et les opportunités des interactions des pairs en classe sur la base de la littérature antérieure et des données de la recherche vidéo-ethnographique dans deux écoles italiennes primaires.En ce qui concerne le premier, l'article passe en revue la littérature académique précédente, faisant valoir que plusieurs études sur le travail de groupe de pairs ont négligé le processus d'engagement mutuel des enfants.À l'inverse, d'autres études ont réussi à offrir une description approfondie des pratiques qui pourraient se développer dans le groupe de pairs, soulignant comment les interactions par les pairs (a) impliquent des opportunités importantes pour l'apprentissage et le développement des enfants, mais (b) sont également un lieu où les enfants pourraient exclure d'autres camarades de classe.Cette reconnaissance est en outre démontrée par une illustration empirique basée sur des données recueillies au cours de la recherche ethnographique.En partant de cette évaluation de la littérature antérieure et des données empiriques, l'article décrit la pertinence pédagogique des interactions par les pairs en classe et délimite ses implications pour la pratique professionnelle des enseignants. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Connaissances professionnelles des enseignants;classe;groupe de pairs;tutorat de pairs;interaction sociale
Title: Interacciones de pares para niños en el aula: una revisión de la literatura, una ilustración empírica y algunas implicaciones para la práctica del maestro
Abstract: El documento explora los riesgos y oportunidades de las interacciones entre pares en el aula sobre la base de la literatura previa y de los datos de la investigación en video-etnográfico en dos escuelas italianas primarias.En cuanto al primero, el artículo revisa la literatura académica anterior, argumentando que varios estudios sobre el trabajo de los grupos de pares descuidaron el proceso de compromiso mutuo de los niños.Por el contrario, otros estudios lograron ofrecer una descripción exhaustiva de las prácticas que podrían desarrollarse en el grupo de pares, destacando cómo las interacciones entre pares (a) conllevan oportunidades significativas para el aprendizaje y el desarrollo de los niños, pero (b) también son un lugar donde los niños pueden excluir a otros compañeros de clase.Este reconocimiento se demuestra aún más a través de una ilustración empírica basada en datos recopilados durante la investigación etnográfica.Pensando en esta evaluación de la literatura previa y los datos empíricos, el artículo describe la relevancia pedagógica de las interacciones entre pares en el aula y delinea sus implicaciones para la práctica profesional de los maestros. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Conocimiento profesional de los maestros;aula;grupo de pares;tutoría de pares;interacción social
Title: Interações entre pares infantis na sala de aula: uma revisão da literatura, uma ilustração empírica e algumas implicações para a prática do professor
Abstract: O artigo explora os riscos e oportunidades das interações entre pares em sala de aula com base na literatura anterior e nos dados da pesquisa em vídeo-etnográfica em duas escolas italianas primárias.No que diz respeito ao primeiro, o artigo analisa a literatura acadêmica anterior, argumentando que vários estudos sobre o trabalho do grupo de pares negligenciaram o processo de engajamento mútuo das crianças.Por outro lado, outros estudos conseguiram oferecer uma descrição completa das práticas que poderiam se desenvolver no grupo de pares, destacando como as interações entre pares (a) envolvem oportunidades significativas para o aprendizado e o desenvolvimento das crianças, mas (b) também são um locus onde as crianças podem excluir outros colegas de classe.Esse reconhecimento é ainda demonstrado através de uma ilustração empírica baseada em dados coletados durante a pesquisa etnográfica.Definindo essa avaliação de literatura anterior e dados empíricos, o artigo descreve a relevância pedagógica das interações entre pares na sala de aula e delineia suas implicações para a prática profissional dos professores. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Conhecimento profissional dos professores;sala de aula;grupo de pares;tutoria por pares;interação social
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