Applying Cultural Historical Activity Theory in Educational Settings : Learning, Development and Research book cover
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Applying Cultural Historical Activity Theory in Educational Settings
Learning, Development and Research




ISBN 9780367321314
Published November 20, 2019 by Routledge
160 Pages 19 B/W Illustrations

 
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Book Description

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.

Table of Contents

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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Editor(s)

Biography

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.