Enacting Sociocultural Learning in Classroom Practice: A Qualitative Study of Teacher–Learner Interaction and Mediation in Basic School Classrooms
DOI:
https://doi.org/10.63236/injeep.2.1.2Keywords:
sociocultural learning, scaffolding; classroom interaction, mediation, culturally responsive pedagogyAbstract
This study examines how sociocultural principles of learning are enacted in classroom practice. While the sociocultural theory (SCT) of learning emphasises the role of social interaction and cultural mediation in learning, empirical evidence on how these principles operate in everyday classroom practice within basic school contexts remains limited. Guided by Vygotsky’s SCT, the study employed a qualitative interpretivist design to examine key sociocultural practices, including teacher–learner interaction, scaffolding, and culturally mediated peer collaboration. Participants included six (6) classroom teachers and 48 learners drawn from four basic school classrooms, selected through purposive sampling. Data were collected through classroom observations, semi-structured teacher interviews, learner focus group discussions, and document analysis. Thematic analysis was conducted using a hybrid –inductive coding approach. Findings indicate that sociocultural practices are present in classroom interaction; however, they are largely implicit and uneven. Teachers demonstrated intuitive scaffolding and mediation strategies, yet limited theoretical awareness and institutional constraints – such as curriculum demands and examination-oriented assessment – restricted the systematic implementation of sociocultural pedagogy. The study contributes to scholarship by providing context-sensitive insights into the enactment of sociocultural learning in classroom settings. It highlights the need to strengthen teacher education, curriculum alignment, and institutional support for socially mediated learning.
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