“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory

Review of Educational Research, Journal Year: 2007, Volume and Issue: 77(2), P. 186 - 232

Published: May 23, 2007

The authors describe an evolving theoretical framework that has been called one of the best kept secrets academia: cultural-historical activity theory, result proposals Lev Vygotsky first articulated but his students and followers substantially developed to constitute much expanded forms in its second third generations. Besides showing theory transforms how research should proceed regarding language, language learning, literacy particular, demonstrate it is a for praxis, thereby offering potential overcome some most profound problems have plagued both educational theorizing practice.

Language: Английский

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Relational agency: Learning to be a resourceful practitioner

International Journal of Educational Research, Journal Year: 2005, Volume and Issue: 43(3), P. 168 - 182

Published: Jan. 1, 2005

Language: Английский

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Cooperating Teacher Participation in Teacher Education

Review of Educational Research, Journal Year: 2013, Volume and Issue: 84(2), P. 163 - 202

Published: Sept. 24, 2013

Student teachers consider cooperating to be one of the most important contributors their teacher preparation program. Therefore, ways in which participate education are significant. This review seeks move conceptions that participation beyond commonly held beliefs empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen’s notion categories generate 11 different education: as Providers Feedback, Gatekeepers Profession, Modelers Practice, Supporters Reflection, Gleaners Knowledge, Purveyors Context, Conveners Relation, Agents Socialization, Advocates Practical, Abiders Change, Teachers Children. When set against Gaventa’s typology participation, resultant grid highlights importance negotiated or invited spaces for provides a new way thinking about, planning professional development for, working with teachers.

Language: Английский

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Developing pre-service teachers' professional knowledge of teaching: The influence of mentoring

Teaching and Teacher Education, Journal Year: 2017, Volume and Issue: 66, P. 47 - 59

Published: April 19, 2017

Language: Английский

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What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review

Teaching and Teacher Education, Journal Year: 2015, Volume and Issue: 52, P. 99 - 112

Published: Sept. 26, 2015

Language: Английский

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Teacher peer support in social network sites

Teaching and Teacher Education, Journal Year: 2016, Volume and Issue: 56, P. 138 - 149

Published: March 9, 2016

Language: Английский

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Relational agency and disposition in sociocultural accounts of learning to teach

Educational Review, Journal Year: 2004, Volume and Issue: 56(2), P. 147 - 155

Published: Jan. 1, 2004

We draw on two studies of student teachers as they learn about learning while interacting with pupils. argue that the affective notion relational agency needs to become more central understanding pedagogy if we are prepare learners for demands knowledge age. Here is defined a capacity engage dispositions others in order interpret and act object our actions enhanced ways. The social practices settings which these collaborative engagement enacted examined using conceptual tools sociocultural psychology activity theory. Implications both pupils discussed.

Language: Английский

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Let's get beyond community and practice: the many meanings of learning by participating

The Curriculum Journal, Journal Year: 2005, Volume and Issue: 16(1), P. 49 - 65

Published: March 1, 2005

This article is an attempt to tease out what so often termed learning through participation. Drawing on the analysis undertaken by Learning Outcomes Thematic Group, use of participation metaphor in TLRP projects discussed. The conclusion arrived at that its appears mainly focus behaviour and engagement practices. After looking cognitive potential be found both cultural psychology work has origins interactionism developmental psychology, cautions against simply seeing as another way how it shaped context. It calls for a recognition elements socio‐cultural activity theory frameworks their capacity explain we learn new argues coming know or sense making requires discursive shift allows rethinking meant acquisition. implications these assessment are also touched upon.

Language: Английский

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Clarifying pre-service teacher perceptions of mentor teachers’ developing use of mentoring skills

Teaching and Teacher Education, Journal Year: 2011, Volume and Issue: 27(6), P. 1049 - 1058

Published: May 13, 2011

Language: Английский

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Mapping mentor teachers’ roles in mentoring dialogues

Educational Research Review, Journal Year: 2008, Volume and Issue: 3(2), P. 168 - 186

Published: Jan. 1, 2008

Language: Английский

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