Learning Relationships in the Classroom

Learning Relationships in the Classroom by Dorothy Faulkner, published by Psychology Press in 1998, is a comprehensive exploration of the interactions between children and their teachers within educational settings. This 318-page book delves into the significance of these relationships for both children’s learning and educational practices, offering insights into various cultural perspectives on the teacher-learner dynamic and its implications for cognitive development and knowledge acquisition.
Readers will find a structured examination of key themes, including the role of language and dialogue in classroom interactions, as well as the impact of peer collaboration on learning. The book is divided into four parts, each focusing on different aspects of educational psychology, from cultural conceptions of teaching to the potential for creating collaborative learning environments. Faulkner’s work contributes to a deeper understanding of how children learn from one another and the importance of fostering supportive educational communities.
Official synopsis Publisher
This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children’s learning and for educational practice.
Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge.
Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms.
Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other.
Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating ‘communities of enquiry’ which change how we think about knowledge acquisition.
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