Applying Cultural Historical Activity Theory in Educational Settings

Learning, Development and Research
Routledge (Verlag)
  • 1. Auflage
  • |
  • erschienen am 20. November 2019
  • |
  • 160 Seiten
E-Book | ePUB ohne DRM | Systemvoraussetzungen
978-1-000-72179-9 (ISBN)

Applying Cultural Historical Activity Theory in Educational Settings harnesses research and development for educational improvement, bridging the gap between research and practice. Exploring how collaborations between researchers and practitioners can be used to co-construct solutions to real-world problems, this book considers key concepts in cultural historical activity theory (CHAT), including models as resources that can be used to build and facilitate collaboration between researchers and practitioners.

The chapters of the book draw on research findings from the practices of learning communities in diverse educational settings: teacher education, the education of school leaders, early childhood education and driving teacher education.

Applying Cultural Historical Activity Theory in Educational Settings is an excellent resource for researchers and practitioners seeking to construct new knowledge and develop practice, or wishing to expand their knowledge of CHAT.

1. Auflage
  • Englisch
  • London
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
19 schwarz-weiße Abbildungen, 5 schwarz-weiße Fotos, 14 schwarz-weiße Zeichnungen, 1 schwarz-weiße Tabellen
  • 2,12 MB
978-1-000-72179-9 (9781000721799)
weitere Ausgaben werden ermittelt

May Britt Postholm is Professor in pedagogy and qualitative methodology in the Department of Teacher Education at the Norwegian University of Science and Technology, Norway.

Kirsten Foshaug Vennebo is Associate Professor in the Department of Education at the University of Tromsø, Norway.

Preface Chapter 1: The texts in context Chapter 2: Schools conducting research in collaboration with researchers Chapter 3: Young refugees meeting another road safety culture - Development work in bridging a road safety gap Chapter 4: Inspired by the concept of boundary objects in arts education Chapter 5: Cultural-historical activity theory as the basis for mentoring student teachers in triads Chapter 6: Encouraging working and communicating like mathematicians: An illustrative case on dialogic teaching Chapter 7: Realizing data-driven changes and teacher agency in upper secondary schools through formative interventions Chapter 8: A study of case-based problem-solving work in groups of principals participating in a school leadership programme Chapter 9: Cultural-historical activity theory framing and guiding professional learning in school-based development Index

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