A Vygotskian Perspective on Teacher Professional Development

Autor/inn/en	Burner, Tony; Svendsen, Bodil
Titel	A Vygotskian Perspective on Teacher Professional Development
Quelle	In: Education, 141 (2020) 1, S.11-20 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1172
Schlagwörter	Faculty Development; Learning Theories; Social Theories; Longitudinal Studies; Learning Processes + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Gesellschaftstheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess
Abstract	Successful teacher professional development (TPD) programs involve teachers in learning activities which are similar to the ones teachers will use with their students. If professional development is considered a learning process that teachers have to carry out, then their attempts to fulfill their professional needs through improving their performances can be considered as a developmental process. Teacher professional development is both contextual and historical. In this theoretical article, three concepts from Vygotsky's Cultural-Historical Theory (CHT) will be applied to TPD in order to contribute to the development of the literature on TPD and TPD programs: historicity, mediation and internalization. The claim is that successful TPD needs to legitimize the subject's history, use tools/models/techniques and strategies to mediate understanding, learning and development in a specific subject, and internalize change and development first socially before individually. Based on a review of the TPD literature and experiences from two longitudinal studies in English language teaching and natural science teaching, the article concludes that a Vygotskian perspective on TPD leads to the avoidance of isolating school from society and everyday life. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01