ERIC Number: EJ1212542
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: N/A
Available Date: N/A
Understanding Primary Teachers' Professional Learning and Practice: An Activity Theory Lens
Journal of Curriculum Studies, v51 n3 p362-383 2019
In this study, the author reports on the professional learning of three primary teachers who engaged in three cycles of collaborative action research over a three-year period from 2013 to 2016. Case study was chosen as a methodology to gain insight into the context of the teachers' work as they interacted with others and adopted multiple tools. Data collection and analysis were on-going over a three-year period, using several sources, including classroom observations, interviews, portraits and teacher-created multimedia artefacts. Cultural-Historical Activity Theory (CHAT) and its activity system unit of analysis (subject, object, tools, norms, community and division of labour) was used by the author to describe changes in the professional learning of the three teachers, the contradictions or tensions they addressed, and how they transformed the aspects of their professional knowledge and classroom practice.
Descriptors: Elementary School Teachers, Faculty Development, Science Education, Social Theories, Cultural Context, Urban Teaching, STEM Education, Science Teachers, Power Structure, Teacher Attitudes, Norms, Pedagogical Content Knowledge, Action Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A