Advances in educational technologies and instructional design book series,
Год журнала:
2023,
Номер
unknown, С. 368 - 387
Опубликована: Май 15, 2023
In
South
Africa,
the
Department
of
Basic
Education
has
continuously
referred
to
lack
students
with
good
passes
in
mathematics
and
physical
science
be
able
enroll
for
medical
financial
sector
degrees.
The
reason
been
attributed
availability
resources
training
teachers.
Many
universities
have
developed
interventions
strategies
assist
who
enter
their
institutions.
Using
cultural
historical
activity
theory,
this
chapter
argues
that
technology
form
podcasts
can
mediate
problem
under-prepared
mathematical
by
providing
supplemental
instruction.
justifies
choice
presents
literature
on
how
why
will
learning.
System,
Год журнала:
2024,
Номер
123, С. 103347 - 103347
Опубликована: Май 20, 2024
Tensions
and
conflicts
are
common
in
teachers'
everyday
professional
lives,
yet
research
on
how
these
experiences
influence
pedagogical
decisions
teacher
agency
remains
limited.
This
study
employs
a
broad
sociocultural
perspective,
integrating
cultural-historical
activity
theory
(CHAT)
Vygotsky's
concept
of
perezhivanie,
to
examine
two
Vietnamese
English-as-a-Foreign-Language
(EFL)
educators
responded
agentively
emotionally
charged
events.
Data
were
collected
through
semi-structured
interviews
reflective
journals,
analyzed
using
qualitative
content
analysis.
The
findings
the
illustrate
that
mismatches
between
educators'
expectations
students'
behaviours
not
only
underpin
negative
emotions
cognitive
responses
but
also
catalyze
cycle
reflection,
which
subsequently
leads
modifications
teaching
practices
strengthens
agency.
underscores
complex
interplay
dramatic
events
their
agency,
highlighting
importance
equipping
with
necessary
knowledge
skills
constructively
manage
difficult
enhance
problem-solving
capabilities.
exemplifies
critical
integration
development
Integrative
Cultural-Historical
Activity
Theory
(iCHAT),
synergistically
combines
elements
CHAT
providing
robust
framework
investigate
range
phenomena
beyond
diverse
educational
cultural
contexts.
Language Learning Journal,
Год журнала:
2024,
Номер
unknown, С. 1 - 16
Опубликована: Май 17, 2024
This
research
explored
the
identities
and
agency
of
Asian
international
TESOL
doctoral
students
at
a
large
Australian
university,
employing
sociocultural
perspective
collaborative
autoethnography
with
qualitative
content
analysis.
The
study
revealed
that
these
navigated
complex,
co-evolving
–
including
learner,
early-career
researcher,
academic
shaped
by
their
prior
professional
experiences.
It
highlighted
significant
identity
tensions
influenced
temporal
dimensions
experiences,
where
past
current
identities,
as
well
imagined
future
selves,
informed
decisions
coping
strategies.
interplay
was
conceptualised
through
Vygotsky's
concept
perezhivanie,
reflecting
how
personal
situational
factors
coalesced
to
impact
trajectories.
A
conceptual
model,
findings,
illustrated
were
mediated
experiences
situationally
catalysed
tensions.
formative
episodes
in
learning
experience,
offering
insights
into
challenges
developmental
trajectories
students.
further
substantiates
value
for
understanding
supporting
growth
this
cohort.
PROFILE Issues in Teachers Professional Development,
Год журнала:
2025,
Номер
27(1), С. 151 - 167
Опубликована: Янв. 13, 2025
This
article
reports
a
qualitative
case
study
on
the
translanguaging
practices
of
Vietnamese
English-as-a-foreign-language
(EFL)
educators
and
explores
mechanisms
behind
individual
differences
in
their
through
an
integrative
cultural-historical
activity
theory
perspective.
Data
were
collected
semi-structured
interviews,
classroom
observations,
post-observation
interviews
with
three
at
public
university
Vietnam.
The
findings
highlight
diverse
functions
translanguaging,
including
checking
comprehension,
emphasizing
content,
reducing
English-speaking
anxiety.
Rooted
Vygotsky’s
Zone
Proximal
Development
(ZPD),
this
research
introduces
Language
Scaffolding
to
strategic
approach
using
L1
L2
for
language
learning
within
students’
ZPD.
provides
new
insights
into
nuanced
implementation
EFL
contexts
offers
significant
implications
teacher
development
educational
practices.
BMC Medical Education,
Год журнала:
2025,
Номер
25(1)
Опубликована: Янв. 20, 2025
Abstract
Background
Feedback
is
an
important
part
of
learning,
however,
it
often
does
not
have
the
desired
effect.
Much
work
has
been
done
exploring
students’
engagement
with
feedback
and
factors
which
may
impact
engagement.
Mutual
understanding
practice
on
student
educator
essential.
Methods
This
study
explored
perceptions
final-year
physiotherapy
students
at
Stellenbosch
University
(South
Africa).
Twelve
semi-structured
interviews
were
conducted
to
generate
data.
Cultural-historical
activity
theory
was
used
as
analytic
lens
in
data
analysis.
Results
Students
understood
be
a
continuous,
bidirectional
conversation
they
actively
involved.
recognised
their
agency
practice.
Despite
understanding,
undermined
by
such
environment,
context
most
notably
perceived
positioning
relationships
between
educators.
Educators
who
credible
created
safe
psychosocial
space
had
positive
influence
perception
feedback.
Conclusions
Students’
product
complex
dynamic
interplay
factors.
While
recognise
agency,
this
hindered
design
curriculum.
As
educators,
one
must
consider
how
we
contribute
enable
activate
use
Perspectives on Medical Education,
Год журнала:
2025,
Номер
14(1)
Опубликована: Фев. 14, 2025
Introduction:
The
transition
from
medical
school
to
residency,
especially
during
the
postgraduate
year
(PGY)
internship,
poses
unique
challenges
as
graduates
navigate
clinical
practice
complexities.
Understanding
PGYs’
experiences
is
crucial
for
developing
effective
support
strategies
promote
their
professional
growth
and
well-being.
Methods:
This
qualitative,
longitudinal
study
followed
ten
PGYs
August
2021
July
2023,
using
biannual
audio
diary
based
on
open-ended
questions
capture
experiences.
Data
analysis,
guided
by
Activity
Theory,
focused
role
conflicts
contradictions
transitioned
learners
practicing
physicians.
Results:
analysis
revealed
prevalent
contradictions,
primarily
due
tension
between
roles
learner
healthcare
provider.
Differences
in
objectives
doctors
further
exacerbated
these
conflicts,
leading
clashes
priorities
care
approaches.
Consequently,
experienced
reality
shock,
lack
of
confidence,
feelings
incompetence,
compounded
heavy
workloads
exhaustion.
These
findings
underscored
need
resources
help
succeed
roles.
Discussions:
Using
Theory
analyze
inherent
within
PGY
experience,
this
offers
insights
enhancing
preparedness,
fostering
both
development
Drawing
recommendations
supported
existing
literature,
which
are
stratified
tools,
rules,
division
labor,
we
propose
targeted
address
specific
facets
role,
thereby
improving
overall
training
environment.
research
highlights
tailored
interventions
through
challenging
into
practice.
