Dr. Tanya Tyagunova

Learning practices in primary school

The research project aims to empirically examine subject-specific learning through observation and detailed analysis of classroom interaction. The analytical focus is on the relationship between formal interaction structures and the subject- and content-related aspects of learning, with a specific focus on students’ everyday learning practices in the classroom. The research is guided by a praxeological understanding of learning as an ongoing interactive process situated within the interrelationships between individuals, their activities and their immediate material environment and is linked to the idea of change, specifically changes in participation in activities and in shared understanding of relevant learning content within these activities. Based on this understanding, the project pursues three interrelated sub-goals: (1) reconstruction of the learning trajectories of individual students; (2) analysis of the connection between students’ learning trajectories and the development of the subject matter content during a lesson, and (3) investigation of the role of explanation and argumentation practices as resources for learning-related changes. The theoretical and analytical tools of ethnomethodological conversation analysis are used to operationalise the underlying concept of learning.

Tyagunova, T. (2025). Discovering mathematical phenomena in primary school mathematics lessons. Ethnographic Studies, 21, 60–94 [open access]. DOI: https://doi.org/10.26034/lu.ethns.2025.8604

Breidenstein, G., Heinzel, F., Schreyer, P., & Tyagunova, T. (2025). Exploring teaching quality from within: A praxeological perspective. Zeitschrift für Grundschulforschung (ZfG), 18(2), 469–482 [open access]. DOI: https://doi.org/10.1007/s42278-025-00239-3

Tyagunova, T., & Raggl, A. (2023). Didaktische Formatierungen ‚selbständiger‘ Lernprozesse im ‚individualisierten‘ Unterricht. Zur Vereindeutigung und Stabilisierung schulischen Wissens. Zeitschrift für Grundschulforschung (ZfG), 16(1), 135–152. DOI: 10.1007/s42278-022-00159-6

Tyagunova, T., & Breidenstein, G. (2023). Instructional touch: The organisation of a close and closed interaction space for individualised instruction in ‘open classrooms’. Learning, Culture and Social Interaction, 42, 100752 [open access].  DOI: https://doi.org/10.1016/j.lcsi.2023.100752