A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education

2010 ◽  
pp. 229-246 ◽  
Author(s):  
Pauline W. U. Chinn ◽  
David D. Maika‘i Hana‘ike
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Activity Theory ◽  
Native Hawaiian ◽  
Cultural Historical Activity Theory ◽  
Historical Activity ◽  
Cultural Historical Activity

scholarly journals Linguistically Responsive Teaching in Preservice Teacher Education: A Review of the Literature Through the Lens of Cultural-Historical Activity Theory

2018 ◽  
Vol 71 (2) ◽  
pp. 203-217 ◽  
Author(s):  
Ana Solano-Campos ◽  
Megan Hopkins ◽  
Laura Quaynor
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Activity Theory ◽  
Teacher Educators ◽  
Cultural Historical Activity Theory ◽  
Theory And Practice ◽  
Responsive Teaching ◽  
Multilingual Students ◽  
Historical Activity ◽  
Cultural Historical Activity

This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts.

scholarly journals Christian philosophy of education in South Africa: the cultural-historical activity theory to the rescue?

2016 ◽  
Vol 81 (2) ◽  
pp. 18-26
Author(s):  
Johannes van der Walt
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Christian Education ◽  
Activity Theory ◽  
Philosophy Of Education ◽  
Cultural Historical Activity Theory ◽  
Grand Narrative ◽  
Christian Philosophy ◽  
Historical Activity ◽  
Cultural Historical Activity

Parents’ choice of schools for their children has become particularly problematic in the current circumstances because of the fact that most schools have become secular and hence cannot support Christian parents in their task of educating children in line with the former’s baptismal vow. In addition to this, Philosophy of Education has all but disappeared from teacher education curricula. These circumstances have not, however, detracted from Christian parents’, teachers’, caregivers’ and other educators’ need for a Christian Philosophy of Education. This article offers such a Philosophy of Education in the form of Biblical perspectives regarding the main facets of education couched in cultural-historical activity theory. This approach circumvents objections against a mere “grab bag” of Biblical perspectives about education as well as against yet another master theory or grand narrative about Christian education. Ouers se skoolkeuse het in die huidige omstandighede tot ‘n ernstige probleem ontwikkel aangesien die meeste skole gesekulariseerd geraak het en dus nie die ouers kan ondersteun in hulle taak om die kinders ooreenkomstig die ouers se doopbeloftes op te voed nie. Om die probleem te vererger, het Filosofie van die Opvoeding ook uit die kurrikulums vir onderwysersopleiding verdwyn ten gunste van ‘n blote teoretiese refleksie oor onderwys en opvoeding. Christenouers, -onderwysers, -sorggewers en ander -opvoeders het desondanks nog steeds ‘n behoefte aan ‘n Bybelsgefundeerde Filosofie van die Opvoeding. Hierdie artikel omlyn sodanige Filosofie van die Opvoeding. Dit benut die kultuur-historiese aktiwiteitsteorie as ‘n raamwerk vir ‘n stel Bybelse opvoedingsperspektiewe. Hierdie benadering voorkom enersyds besware teen ‘n blote onsamehangende versameling Bybelse perspektiewe oor opvoeding en onderwys en andersyds besware teen die bou van ‘n nuwe meesterteorie of grootskaalse narratief aangaande Christelike opvoeding.

scholarly journals The object-tool duality in mathematical modelling. A framework to analyze students’ appropriation of Sankey diagrams to model demographic processes

2020 ◽  
pp. 52-66
Author(s):  
Pauline Vos ◽  
Peter Frejd
Keyword(s):  
Mathematical Modelling ◽  
Activity Theory ◽  
Cultural Historical Activity Theory ◽  
Future Research ◽  
Exploratory Case Study ◽  
Learning Mathematics ◽  
Demographic Processes ◽  
Historical Activity ◽  
Cultural Historical Activity

Students often do not experience the relevance of learning mathematics. This paper reports on an exploratory case study, in which a class of grade 8 students (n=35) was introduced to Sankey diagrams. The aim was to explore to what extent these students could appropriate Sankey diagrams, meaning: they could describe these as objects in themselves and they could use them to model and visualize phenomena relevant to them. Based on Cultural-Historical Activity Theory, we developed an analytical construct defined as the object-tool duality, coordinating mathematics as a set of objects and as a set of tools. The analysis of students’ answers showed that they could use these diagrams as tools to visualize phenomena. When asked to describe the object, all mentioned the tool-side. So, in their appropriation the tool-side came before the object-side. Our contribution is that teaching the tool-side of mathematics before the object-side may increase students’ sense of the relevance of mathematics, which is a topic to develop for future research.

scholarly journals Making Sense of Divides and Disconnects in a Preservice Teacher Education Program

in education ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 109-129
Author(s):  
Karen Goodnough ◽  
Ronald J. MacDonald ◽  
Thomas Falkenberg ◽  
Elizabeth Murphy
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Activity Theory ◽  
Education Program ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Cultural Historical Activity Theory ◽  
Historical Activity ◽  
Cultural Historical Activity

This study’s purpose was to make sense of divides and disconnects in a teacher education program that included university-based courses combined with school-based field experiences. The study took place in Québec, Canada, which has the longest practicum of all provinces and programs designed to develop professional autonomy and competency. Data collection relied on documents, interviews, surveys, and focus groups with 44 preservice teachers along with field supervisors and instructors. Analysis relied on cultural historical activity theory and its principle of contradictions. Findings revealed that contradictions resulted in unintended and unfavourable outcomes such as teacher candidates feeling unprepared and untouched by the program. Resolution of contradictions may be realized through expansion of the division of labour to include more peer and self-assessment and through expansion of tools to support boundary crossing between theory, practice, schools, and university.            Keywords: Preservice teacher education; cultural historical activity theory; contradictions; school-university partnerships; divides and disconnects

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