Scientific Reasoning Research Institute - activity theory en beatty-2009itc <div class="pub-title">Illuminating teacher change and professional development with CHAT</div> <div class="pub-authors">Beatty, Ian D. <br />Feldman, Allan</div> <div class="pub-year">(2009)</div> <div class="pub-citation"><p>In the Proceedings of the <em>Annual Meeting of the National Association for Research in Science Teaching</em> (NARST), Garden Grove CA, Apr 20.</p> </div> <div class="pub-abstract"> <p><em>Technology-Enhanced Formative Assessment</em> (TEFA) is an innovative pedagogy for science and mathematics instruction. <em>Teacher Learning of TEFA</em> is a research project studying teacher change as in-service secondary science and mathematics teachers learn TEFA in the context of a multi-year professional development (PD) program. Applying <em>cultural-historical activity theory</em> (CHAT) to the linked activity systems of PD and teachers’ classroom practice leads to a model of teacher learning and pedagogical change in which TEFA is first introduced into classrooms as an <em>object</em> of activity, and then made useful as a <em>tool</em> for instruction, and then—in rare cases—incorporated into all elements of a deeply transformed practice. Different levels of contradiction within and between activity systems drive the transitions between stages. CHAT analysis also suggests that the primary contradiction within secondary education is a dual view of students as objects of instruction versus students as willful individuals; the difficulties arising from this contradiction can either inhibit or motivate TEFA adoption.</p> </div> <table id="attachments" class="sticky-enabled"> <thead><tr><th>Attachment</th><th>Size</th> </tr></thead> <tbody> <tr class="odd"><td><a href="">full text (PDF)</a></td><td>1.7 MB</td> </tr> </tbody> </table> activity theory classroom response systems teacher professional development Fri, 24 Apr 2009 21:56:00 +0000 ibeatty 362 at