Understanding Primary Teachers' Professional Learning and Practice: An Activity Theory Lens

Autor/in	Karen, Goodnough
Titel	Understanding Primary Teachers' Professional Learning and Practice: An Activity Theory Lens
Quelle	In: Journal of Curriculum Studies, 51 (2019) 3, S.362-383 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karen, Goodnough)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1488997
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Gesellschaftstheorie; Urban education; Stadtteilbezogenes Lernen; STEM; Science; Science teacher; Wissenschaft; Lehrerverhalten; Normwert; Pädagogische Kompetenz; Projektforschung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01