How can pupils and students learn to interact with others? How can they interact with others to learn? How do teachers organize the various forms of interaction in a discursive dynamic within their classrooms? The different ways in which social and cultural psychology views explore school have consolidated a new image of learning processes. However, social interactions in the classroom need to be constantly re-examined and rethought. To
this end, the contributions of this book exploit, innovates and study the multiple interactions in the
classroom and the conditions that can favor teaching and learning processes. By linking psychology, educational sciences and learning models, this book contributes to the study of the interconnected processes of individual and social development in compulsory and higher education.
This book explors how social interactions in the classroom are studied in different contexts and identifying the conditions that favor teaching and learning processes. The book connects research in psychology, educational sciences and learning models, to account for the interconnected processes of individual and social development in education.
I. Scientific Perspectives on the Study of Social Interactions in the Classroom
II. Teaching/Learning Processes
III. Prospects for Initial and Continuing Teacher Education
Marcelo Giglio has been professor at University of Teacher Education BEJUNE (Switzerland), lecturer and associate researcher at the Institute of Psychology and Education of the University of Neuchâtel (Switzerland). His research has focused on creative and reflexive collaboration between students, the teacher-student relationship in innovative pedagogical situations, as well as educational changes and innovations (educational psychology, educational sciences, professional development of teachers, music didactics).
Francesco Arcidiacono is professor of Developmental Psychology and Social Interactions at the University of Teacher Education BEJUNE (Switzerland). His research interests concern socialization processes in educational contexts. He also develops synergies between teaching and research practices within educational communities.
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