Discussion: Narrating and Theorizing Activity in Educational Settings

Autor/in	Wells, Gordon
Titel	Discussion: Narrating and Theorizing Activity in Educational Settings
Quelle	In: Mind, Culture, and Activity, 11 (2004) 1, S.70-77 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
Schlagwörter	Stellungnahme; Faculty Development; Individual Development; Professional Development; Teachers; Theory Practice Relationship; Internet; Theories; History; Personal Narratives + Suchen Sie Ihr Suchwort? Individuelle Entwicklung; Lehrer; Lehrerin; Lehrende; Theorie-Praxis-Beziehung; Theory; Theorie; Geschichte; Geschichtsdarstellung; Erlebniserzählung
Abstract	All the articles in this collection share at least three common features. First, they all give a narrative account of a change that took place within an activity system; in this, they follow Vygotsky's (1978) injunction to investigate the history of the system in order to understand its "causal dynamic basis" (p. 62). Second, in so doing, they contribute at one and the same time to a deeper understanding of the personal and professional development of educators and also to the development and refinement of the theoretical tools that are used in achieving understanding of this development. Third, by powerfully illustrating the transactional relationship between "theory" and "practice" and showing how both are improved thereby, the articles challenge the traditional hierarchical and unilateral view of this relationship, which casts practitioners as mere implementers of theories created by distant scholars and researchers who are removed from the messy particularities of actual practice. Individually and collectively, these articles thus raise a wealth of issues for a commentator to address. In this article, the author focuses on the relationship between the creation of an educational community and the identity formation of its members, and how, in their various ways, the authors' explorations of these issues have led them to modify their understanding of activity theory. (Contains 3 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10