Section archive - Theories & Approaches

Earlier in his work as a teacher educator, the author thought of teacher learning as a psychological process or phenomenon and this view guided his work with his student teachers. Subsequently,the author has been drawn to pragmatist and sociocultural views that portray human thinking and acting as intimately linked to the physical, social and cultural environment. Adopting such views helped the author to see teacher learning in a new light, less as a mental issue and more as a social and cultural issue. Here, the author reconstructs his transformation of coming to see learning to teach as situated.

The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations.

The article explores the use of utopian beliefs of hope and imagination in teacher education. The author describes how teachers can 'reimagine' and 'remake' progressive learning environments in order to foster humanity, collective action, sustainability, community and equity, which constitute 'robust hope.'

This paper makes a contribution to the theory and practice of educational action research by introducing two theoretical and methodological resources as part of a personal review of sustained professional experience: 'appreciative inquiry' and the 'enneagram'. It is more than a theoretical exercise, however, because it also constitutes an action-oriented reflection on the transitional nature of the author's professional situation, moving from work as a school-based primary school teacher and head teacher to work as a consultant.