The Eighth International Literacy & Education Research Network Conference on

SPETSES, GREECE
4-8 July 2001

Abstract

In a classroom learning community, the teacher's role shifts to one of 'expert learner'. As a co-participant in the learning process, the teacher is an active model of learning values and behaviours, guiding students' development in socially and culturally valued ways. At the same time, students' affective responses to learning, as well as towards the teacher and peers, impact upon the meanings that are made and the internalisation of values relating to learning and subject content.

This paper will explore one teacher's contribution to promoting and constraining students' development of interest in learning as she works towards creating a classroom learning community. Through drawing upon data collected in an ethnographic research project being conducted in an Australian primary classroom, the ways in which a teacher designs and seeks to establish a learning environment that channels, or 'canalises', students' interest will be discussed. As students develop intersubjectivity with the teacher, goals and meanings are negotiated and the identities of the teacher and students may shift. The ways in which this process contributes to the development of interest will be a focus of this paper.

Bionote

Kimberley Pressick-Kilborn is a primary school teacher who is currently working part-time as a teacher educator in science and technology education and educational psychology. She is working towards completing her PhD at present and her research interests lie in the areas of motivation and sociocultural theories of learning and development.

Presentation Type
30 min. Paper

Presentation Equipment and Other Requests

Speaking Date/Time Restrictions

Country
Australia