Capturing the Object of Initial Teacher Education by Studying Tools-in-Use in Four School Subject Departments

Autor/in	Douglas, Alaster Scott
Titel	Capturing the Object of Initial Teacher Education by Studying Tools-in-Use in Four School Subject Departments
Quelle	In: Research Papers in Education, 27 (2012) 3, S.285-302 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2010.535614
Schlagwörter	Learning Theories; Student Teachers; Preservice Teacher Education; Learning Activities; Departments; Foreign Countries; Partnerships in Education; College School Cooperation; Educational Resources; Secondary Schools; Geography Instruction; History Instruction; Second Language Instruction; Science Instruction; Observation; Interviews; Mentors; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehramtsstudiengang; Lehrerausbildung; Lernaktivität; Department; Abteilung; Ausland; Hochschulpartnerschaft; Bildungsmittel; Sekundarschule; Geography education; Geography lessons; Geografieunterricht; History lessons; Geschichtsunterricht; Fremdsprachenunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Interviewing; Interviewtechnik; Großbritannien
Abstract	This paper makes the claim that student teachers' learning depends a great deal on the individual school department where they are working, its social practices and the relationships of the teachers involved in initial teacher education (ITE). The paper considers how using a Cultural Historical Activity Theory (CHAT) lens to view data generated on school ITE activity helps to focus vital social, cultural and historical dimensions of practice. The research uses an activity system as a descriptive heuristic to explore whether understandings of the object and tools of school-based ITE activity systems are shared. The findings illustrate differences in the kinds of teacher learning possible, afforded in relation to the ways in which the object of the ITE activity system was constructed, and the tensions that emerged in interaction with other related activity systems. The necessity of negotiating and renegotiating the system's object regularly is emphasised in order for collaborative work in ITE to be successful in helping create opportunities that develop teachers through expansive learning. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10