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.
Wertsch, J. , Kazak, S. (2011)., Responses to the commentaries, in T. Koschmann (ed.), Theories of learning and studies of instructional practice, Dordrecht, Springer, pp. 239-243.
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