A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2018; you can also visit the original URL.
The file type is
This paper is a response to the growing acceptance that dialogic teaching/learning focusing on the role of intersubjectivity in developing knowledge and reasoning, particularly when this intersubjectivity is mediated and maintained by means of language is an appropriate reaction to the weaknesses of direct instruction within the Vygotskian framework. In this paper, the theoretical background of dialogic teaching/learning inspired by Vygotsky's cultural-historical theory is elaborated to discussdoi:10.2478/jped-2013-0013 fatcat:2dvkekugmfdf5imxuvza5prb54