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oa Litnet Akademies : 'n Joernaal vir die Geesteswetenskappe, Natuurwetenskappe, Regte en Godsdienswetenskappe - Leergesprekke in universiteitsklaskamers : 'n herwaardering

 

Abstract

Hierdie artikel bied 'n herwaardering aan van die waarde wat klaskamergesprekke kan hê vir doeleindes van leer. Dit is gebaseer op 'n ontleding van verskillende teoretiese perspektiewe op en gespreksontledingstudies van die aard van leergesprekke. Hierdie ontleding sluit insigte in uit verskillende dissiplines, soos sosiologie en diskursiewe psigologie, asook verwysings na etnometodologiese en gespreksontledingstudies wat die gespreksaard van onderrig en leerinteraksies verder toelig. Aan die hand van voorbeelde van klaskamerinteraksies word die argument ontwikkel dat gesprekke in leeromgewings in die hoër onderwys duidelike sosiale handelinge behels wat direk verband hou met en bydra tot leer. Gebaseer op hierdie insigte word die implikasies vir 'n gesprekspedagogiek vir hoëronderwys-leeromgewings voorgestel: leergesprekke vereis aktiewe deelname, varieer in organisasie en vloei, vind doelbepaald plaas, is sensitief vir die sosiale funksies van gesprekshandelinge, wend gesprekstegnieke aan om leer te bevorder, en is ingestel op die ontwikkeling van gespreksvaardighede van studente.


Interactions in university classrooms are institutionally determined (Drew and Heritage 1992): lecturers do the teaching and students the learning. Such interactions among a diversity of participants involve all the rich social and psychological dimensions of human conversational practices and rules.
It is appropriate in the South African higher education context to raise questions about teaching and learning practices, given the call for curriculum transformation (Jansen 2001; Van der Westhuizen 2010). Such questions should challenge the one-directional interactions which according to Bakhtin (1984:79) are typical of a monological world where the ideas of others as objects of representation are not seen as valid contributions to learning. Bakhtin (1984:293) argues for dialogical relationship when he says, "To live means to participate in dialogue", and this involves a collective search for truth (Bakhtin 1984:110). This call for dialogical relationships is echoed by Dewey (1916) with his view that democratic life is about constructive interactions between and among groups, and by Levinas (in Stocker 2005) in his writings about the reciprocal responsibility when the "I" meets with the "other", and that in a relationship the one cannot exist without the other.

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/content/litnet/8/3/EJC62309
2011-12-01
2016-12-04
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