Examining contradictions in theoretical and practical understandings of formal concepts of learning-teaching among teacher educators. (2021)
Type of ContentTheses / Dissertations
Degree NameDoctor of Philosophy
In the field of education, teaching practice is the space-time where/when learning-teaching theory becomes tangible, observable. In research on teacher educators, empirical methods such as self- study, case study, enquiry into practice, action research and formative interventions have been used to embody, enact or bridge the ‘gap’ between theory and practice. Today, while the literature continues to highlight the problematic relationship between theory and practice, and show innovative approaches to address it, it often does not present the voice of teacher educators in search of possible solutions. This study sought to remedy this dissonance by allowing four teacher educators from a teacher education programme in Colombia to address contradictions in their theoretical and practical understanding of conceptual tools and to propose how to align them. They did this through a formative intervention that used an adapted version of the change laboratory proposed by Engestr¨om (1987).
Applying a multi-layered abductive approach, the analysis of the actions and activities that the teacher educators collectively carried out during the intervention yielded an overarching conclusion. The actions triggered an expansive pedagogical learning cycle, which led the teacher educators to redefine the object of the activity of teaching about teaching in their activity system. The findings indicate that three main conditions are essential for teacher educators to redefine this activity. The first is intentional and guided reflective thinking, the second is shared meaning and understanding of the conceptual tools under investigation, and the third is the existence of conditions of social participation in learning.
The significance of this study can be seen in three broad themes that underlie this research. A new perspective and adaptations of Yrj¨o Engestr¨om’s (1987) concept of expansive learning. A theo-practical understanding of teacher educators’ learning, and a proposal to look at the unit of analysis of Vygotsky’s (1987) cultural-historical theory and cultural-historical activity theory from a different perspective.
RightsAll Rights Reserved
Showing items related by title, author, creator and subject.
The Importance of Community Knowledge in Learning to Teach: Foregrounding Māori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice Fickel LH; Abbiss J; Brown E; Astall C (Informa UK Limited, 2018)© 2018 Taylor & Francis Group, LLC. Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. ...
Teacher educators’ practices with m-learning: A case study of ‘far transfer’ into schools of practices learned during preservice teacher education Obonyo C; Davis N; Fickel L (Association for the Advancement of Computing in Education (AACE), 2020)A.J. Davis (2017) coined the term ‘far transfer’ in learning as the ability to apply knowledge and skills to novel situations, rather than the knowledge and/or skill that was originally learned, but research evidence of ...
Goldsmith M; Macfarlane A; Smith J; Ratima, Matiu Tai (2020)