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'Conversations’ in education, professional development and training

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'Conversations’ in education, professional development and training. / Read, Martin; Gear, T.; Turner, David.

In: Philosophy of Management, Vol. 8, No. 1, 2009, p. 55-65.

Research output: Contribution to journalArticlepeer-review

Harvard

Read, M, Gear, T & Turner, D 2009, ''Conversations’ in education, professional development and training', Philosophy of Management, vol. 8, no. 1, pp. 55-65. https://doi.org/10.5840/pom20098138

APA

Vancouver

Author

Read, Martin ; Gear, T. ; Turner, David. / 'Conversations’ in education, professional development and training. In: Philosophy of Management. 2009 ; Vol. 8, No. 1. pp. 55-65.

Bibtex

@article{2dfa5e339101442e8db41b7dac24c893,
title = "'Conversations{\textquoteright} in education, professional development and training",
abstract = "The authors had been using a system for stimulating discussion and debate among professionals as part of their education and continuing professional development. Hand-held technology for gathering and reflecting upon individual judgements had been shown to work, and the participants liked it. But a theoretical foundation of why and how it worked appeared to be lacking. The authors find the work of Vygotsky extremely helpful in explaining why student-student conversations can be a positive support to the learning process. In this paper they present a decsription of one of the professional settings in which student-student conversations in intellectual development drawn from Vygotsky, and contrast it with alternative frameworks that place greater emphasis upon the role of the tutor who knows the 'right' answers and 'corrects' the learners.",
author = "Martin Read and T. Gear and David Turner",
year = "2009",
doi = "10.5840/pom20098138",
language = "English",
volume = "8",
pages = "55--65",
journal = "Philosophy of Management",
issn = "1473-589X",
number = "1",

}

RIS

TY - JOUR

T1 - 'Conversations’ in education, professional development and training

AU - Read, Martin

AU - Gear, T.

AU - Turner, David

PY - 2009

Y1 - 2009

N2 - The authors had been using a system for stimulating discussion and debate among professionals as part of their education and continuing professional development. Hand-held technology for gathering and reflecting upon individual judgements had been shown to work, and the participants liked it. But a theoretical foundation of why and how it worked appeared to be lacking. The authors find the work of Vygotsky extremely helpful in explaining why student-student conversations can be a positive support to the learning process. In this paper they present a decsription of one of the professional settings in which student-student conversations in intellectual development drawn from Vygotsky, and contrast it with alternative frameworks that place greater emphasis upon the role of the tutor who knows the 'right' answers and 'corrects' the learners.

AB - The authors had been using a system for stimulating discussion and debate among professionals as part of their education and continuing professional development. Hand-held technology for gathering and reflecting upon individual judgements had been shown to work, and the participants liked it. But a theoretical foundation of why and how it worked appeared to be lacking. The authors find the work of Vygotsky extremely helpful in explaining why student-student conversations can be a positive support to the learning process. In this paper they present a decsription of one of the professional settings in which student-student conversations in intellectual development drawn from Vygotsky, and contrast it with alternative frameworks that place greater emphasis upon the role of the tutor who knows the 'right' answers and 'corrects' the learners.

U2 - 10.5840/pom20098138

DO - 10.5840/pom20098138

M3 - Article

VL - 8

SP - 55

EP - 65

JO - Philosophy of Management

JF - Philosophy of Management

SN - 1473-589X

IS - 1

ER -

ID: 49983