Responses to the commentaries

James Wertsch

Sibel Kazak

pp. 239-243

in: Timothy Koschmann (ed), Theories of learning and studies of instructional practice, Berlin, Springer, 2011

Abstract

The commentaries written by Packer, Sherin, Wegerif, and Derry on our position paper in  Chapter 9 bring different perspectives with thought-provoking ideas about the implications of our analyses of instructional interaction from the Vygotsky-Shpet approach. In this chapter we elaborate on these issues as they relate to theory, teaching, learning, assessment, teacher knowledge and teacher education.