Uncovering the truth behind Vygotsky's cognitive apprenticeship: engaging reflective practitioners in the 'master-apprentice' relationship

Needham, D and Flint, K, 2004. Uncovering the truth behind Vygotsky's cognitive apprenticeship: engaging reflective practitioners in the 'master-apprentice' relationship. International Journal of Learning, 10. ISSN 1447-9494

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Abstract

In recent years theories of situated cognition sharing the idea that learning and doing are inseparable as part of a process of enculturation, largely based upon the work of Vygotsky in developing a model of ‘cognitive apprenticeship’, have received much attention in education (Vygotsky, 1978) as an insightful model underpinning forms of learning and teaching. The master-apprentice relationship using techniques of apprenticeship such as modelling, scaffolding and reflection has since been used as a base for considerable research helping researchers and practitioners to understand teacher-student action across a range of different teaching situations (Collins et al., 1989; Hennessy, 1993; Jarvela, 1995; Rojewski et al., 1994). The focus of much of this research has explored the efficacy of the model when set against the question of how to improve forms of learning and teaching in particular settings.

Item Type: Journal article
Publication Title: International Journal of Learning
Creators: Needham, D. and Flint, K.
Publisher: Common Ground
Date: 2004
Volume: 10
ISSN: 1447-9494
Divisions: Schools > School of Education
Depositing User: EPrints Services
Date Added: 09 Oct 2015 11:02
Last Modified: 19 Oct 2015 14:40
URI: http://irep.ntu.ac.uk/id/eprint/21776

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