Addressing Contradictions in Teachers' Practice through Professional Learning: An Activity Theory Perspective

Autor/in	Goodnough, Karen
Titel	Addressing Contradictions in Teachers' Practice through Professional Learning: An Activity Theory Perspective
Quelle	In: International Journal of Science Education, 40 (2018) 17, S.2181-2204 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodnough, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1525507
Schlagwörter	Case Studies; Faculty Development; STEM Education; Action Research; Context Effect; Teaching Methods; Outcomes of Education; Teacher Attitudes; Teacher Education; Elementary School Teachers; Middle School Teachers; Observation; Lesson Plans; Teacher Developed Materials; Professional Isolation + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; STEM; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Beobachtung; Lesson planning; Unterrichtsplanung
Abstract	This case study focuses on the professional learning of 38 K-9 teachers who engaged in a professional development (PD) programme in Science, Technology, Engineering and Mathematics (STEM) through collaborative action research (CAR). Through the lens of CHAT or Cultural-Historical Activity Theory, the author examined what teachers were learning, the contextual factors that influenced their learning and classroom practice, and the outcomes of this PD initiative. The changing activity system of the teachers is described, as well as how they addressed contradictions in their practice. Addressing these contradictions resulted in an expansion of their object and professional growth. The study contributes to a growing body of research in teacher education which applies CHAT as a conceptual framework to understand teacher professional learning and how interactions among activity system components influence teachers' development and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01