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Motivating mature participation: A sociocultural analysis of scaffolding the social practices of a collaborative classroom

Morcom, V. (2010) Motivating mature participation: A sociocultural analysis of scaffolding the social practices of a collaborative classroom. In: 12th International Conference on Motivation (ICM) 2010, 2 - 4 September 2010, University of Porto, Portugal.

Abstract

Motivational development is conceptualized as the transformation of participation from peripheral to mature participation in a collaborative community of practice. The underlying assumption is that students learn from each other, mediated by the teacher or more capable peers. This paper is based on two larger research projects where the classroom teacher was also the researcher. The teacher made explicit the social practices of the classroom to engage students more fully in activities to develop motivation to work with each other collaboratively. In this paper there is a focus on the social practice of 'the daily social circle' to provide an exemplar of how scaffolding participation in suCh activities allowed students to learn from each other and develop social skills. To further develop these skills student had leadership roles in small social groups with their peers which motivated development towards mature participation. A sociocultural perspective (Vygotsky, 1978) framed the qualitative research as the focus was on how social interactions could be developed to create the conditions for improved participation. Qualitative data included: teacher's observations; student reflections; parent and teacher interviews and student transcripts from the social circle and class meetings, which were collected over a school year. This methodological approach is seldom used in motivation research and makes available holistic data that can provide details ofren missing in traditional approaches to motivational research (Nicholls & Hazzard; Pressick-Kilborn eta!., 2005). Teachers play a significant role in scaffolding positive relationships amongst peer, which can become a motivating factor to develop mature participation.

Publication Type: Conference Item
Murdoch Affiliation: School of Education
Conference Website: http://www.fpce.up.pt/icm2010/
Notes: Poster presentation
URI: http://researchrepository.murdoch.edu.au/id/eprint/27081
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