Search results for: Context effect
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Using Activity Systems Analysis to Identify Inner Contradictions in Teacher Professional Development
This study took place in the United States and explored teacher perspectives on the situational factors that influence their professional development. The study used Engeström's (1987) approach of four levels of inner contradictions in activity systems analysis.
Updated: Apr. 01, 2009
New Directions for the Design and Study of Professional Development Attending to the Coevolution of Teachers' Participation Across Contexts
Research on professional development (PD) focuses on what teachers learn as a result of their participation in PD. Therefore, the research frames unidirectional questions: To what extent does participation in PD influence teachers' classroom practice? The authors challenge this unidirectional conceptualization of teacher learning. They argue that researchers should investigate what teachers are learning during and after PD, looking at the coevolution of participation between classroom practice and PD.
Updated: Jan. 28, 2009