Search results for: Learning theories

This article describes a research collective, which sets out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action research as sites of growth and efficacy toward justice learning. And, each began to perceive themselves as both impacted by educational structures and as agents enacting their own visions of professional practice. These outcomes are discussed in the context of the growing body of participatory action research, emphasizing the dynamic learning precipitated within the intersections of the research collective.

In this article, the authors propose cultural-historical activity theory as a framework for understanding the opportunities that arise for students and teachers from the presence of researchers in the classroom. They analyze three vignettes from their research in elementary mathematics classrooms for the purpose of illustrating a cultural-historical activity theoretic explanation of the interaction. Finally, the authors suggest that the “impact” of research can be increased at least locally when participants capitalize on the opportunities that arise for teaching and learning when researchers are present.

This article reports findings from an evaluation of a national continuing professional development (CPD) programme for teachers in England. Data showed that the localised implementation, opportunities for interactive learning, and ‘collective participation’ were positive factors. However, the participants reported difficulties in ‘cascading’ knowledge to colleagues and in sustaining and developing their learning.

This paper applies the researcher’s core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development synthesizes findings from Vygotskyan research into Western models of teacher education. The article recognizes and addresses the powerful influence of prior learning experiences and local teaching practices on candidates’ development.