Gedera / Williams Activity Theory in Education

Research and Practice
1. Auflage 2015
ISBN: 978-94-6300-387-2
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 200 Seiten

Activity Theory in Education: Research and Practice brings together cutting-edge scholars from a number of continents. Through in-depth case studies the authors highlight how Activity Theory is used in education and discuss the theoretical as well as pragmatic use of Activity Theory frameworks in a range of contemporary learning contexts. The first section of the book focuses on empirical research on using Activity Theory in analysing students' and teachers' experiences of learning and teaching in face-to-face and online learning contexts. The second section contains insights in identifying historical and systemic tensions in educational contexts using Activity Theory. The third section discusses conceptual and contextual aspects of educational contexts through Activity Theory, and Section four discusses the application of Activity Theory in understanding teachers' Pedagogical Content Knowledge and curriculum development.
In spite of the widespread and rapidly increasing use of Activity Theory in educational research, few collections of this work are available. Activity Theory in Education: Research and Practice is such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings.' - Yrjö Engeström, Centre for Research on Activity, Development and Learning (CRADLE), The University of Helsinki.    

Autoren/Hrsg.

Gedera, Dilani S. P.

Williams, P. John

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;FOREWORD:Making Use of Activity Theory in Educational Research;8
2.1;REFERENCES;10
3;PREFACE;12
4;1. THE VYGOTSKY PROJECT IN EDUCATION – THE THEORETICAL FOUNDATIONS FOR ANALYSING THE RELATIONS BETWEEN THE PERSONAL, INSTITUTIONAL AND SOCIETAL CONDITIONS FOR STUDYING DEVELOPMENT;14
4.1;INTRODUCTION;14
4.2;THE VYGOTSKY PROJECT;15
4.3;SAMPLE;16
4.4;METHODOLOGICAL CONCEPTS IN EDUCATIONAL RESEARCH;18
4.4.1;Development;19
4.4.2;Holistic Conception of Research;19
4.4.3;Unit;21
4.4.4;Historical Development;22
4.4.5;Theoretical Robustness;24
4.4.6;Role of the Researcher;25
4.5;CONCLUSION;25
4.6;REFERENCES;27
5;SECTION I: EMPIRICAL RESEARCH ON USING ACTIVITY THEORY IN ANALYSING STUDENTS’ AND TEACHERS’ EXPERIENCES OF LEARNING AND TEACHING IN FACE-TO-FACE, BLENDED AND FULLY ONLINE LEARNING CONTEXTS;29
5.1;2. USING ACTIVITY THEORY TO UNDERSTAND STUDENT TEACHER PERCEPTIONS OF EFFECTIVE WAYS FOR PROMOTING CRITICAL THINKING THROUGH ASYNCHRONOUS DISCUSSION FORUMS;30
5.1.1;INTRODUCTION;30
5.1.2;ACTIVITY THEORY;30
5.1.3;RATIONALE FOR USING ACTIVITY THEORY;32
5.1.4;EDUCATIONAL CONTEXT;33
5.1.5;RESEARCH QUESTION;33
5.1.6;METHODOLOGY;33
5.1.6.1;Sampling;33
5.1.6.2;Mixed Methods Approach;34
5.1.6.3;Methods of Data Collection;34
5.1.6.4;Data Analysis;35
5.1.6.5;Results from the Survey;36
5.1.6.6;Results from the Interviews;39
5.1.7;DISCUSSION OF THE RESULTS;40
5.1.7.1;Encouraging Freedom of Expression;40
5.1.7.2;Proper Moderation of Discussion Forums;41
5.1.7.3;Use of Authentic Tasks;42
5.1.8;CONCLUSION;42
5.1.9;REFERENCES;43
5.1.10;APPENDIX A;45
5.1.10.1;A Sample of the Instrument Used to Collect Data;45
5.2;3. THE STANDARD CHILD: National Testing Made Complex through the Lens of Cultural-Historical Activity Theory;46
5.2.1;INTRODUCTION;46
5.2.2;CULTURAL-HISTORICAL ACTIVITY THEORY AND EDUCATIONAL PERFORMANCE;48
5.2.3;CULTURAL-HISTORICAL ACTIVITY THEORY AND THE EXPLORATION OF SUBJECTIVITY;50
5.2.4;INVESTIGATING ASSESSMENT ACTIVITIES THROUGH CHAT IN THE DANISH FOLKESKOLE;52
5.2.5;RULES AND CONDITIONS: TESTING IN DANISH PRIMARY SCHOOL AS FRAMED BY LEGISLATION;53
5.2.6;CONDITIONS FOR EDUCATIONAL PRACTICES: THE SCHOOL’S QUALITY REPORT;54
5.2.7;NORMS OF TEACHING PRACTICE: PEDAGOGY STEERED BY NATIONAL TESTING;55
5.2.8;SHAPING MOTIVATION: STUDENTS’ LEARNING PLANS AND THE MANDATORY STUDENT-TEACHER CONVERSATION;56
5.2.9;SUBJECTIVITY FORMATION OF THE STANDARD CHILD;57
5.2.10;TESTING, PRACTICES AND SUBJECTIVITY – IN CONCLUSION;58
5.2.11;REFERENCES;60
6;SECTION II: INSIGHTS IN IDENTIFYING HISTORICAL AND SYSTEMIC TENSIONS IN EDUCATIONAL CONTEXTS USING ACTIVITY THEORY;62
6.1;4. THE APPLICATION OF ACTIVITY THEORY IN IDENTIFYING CONTRADICTIONS IN A UNIVERSITY BLENDED LEARNING COURSE;63
6.1.1;INTRODUCTION;63
6.1.2;CONTRADICTIONS;67
6.1.3;RESEARCH CONTEXT AND QUESTION;68
6.1.4;DEFINITION OF LEARNER ENGAGEMENT;68
6.1.5;RESEARCH METHODS;69
6.1.6;PRAGMATIC INTEGRATION OF ACTIVITY THEORY FRAMEWORK;69
6.1.7;FINDINGS;71
6.1.7.1;Student-Lecturer Different Opinions on Feedback;71
6.1.7.2;Imbalance of Student Participation;72
6.1.7.3;Divergent Objectives;74
6.1.8;DISCUSSION;75
6.1.9;CONCLUSION;78
6.1.10;REFERENCES;78
6.2;5. SYSTEMIC TENSIONS IN AMERICAN TEACHER UNIONS: An Activity Systems Analysis of Teacher Unions and Their Role in Society;80
6.2.1;INTRODUCTION;80
6.2.2;UNDERSTANDING COMPLEX SYSTEMS;81
6.2.3;TEACHER UNIONS PROJECT PARTICULARITIES;82
6.2.3.1;Understanding the Need to Study Teacher Unions;82
6.2.3.2;Data Sets;84
6.2.3.3;Research Questions;85
6.2.3.4;Qualitative Activity Systems Analysis;85
6.2.3.5;Findings;86
6.2.3.6;Further Discussion;90
6.2.3.7;Implications for Future Research;91
6.2.4;CONCLUSION;92
6.2.5;REFERENCES;92
6.2.6;APPENDIX;94
6.3;6. AN ACTIVITY THEORETICAL APPROACH TOWARDS DISTRIBUTED LEADERSHIP FOR ONE-TO-ONE COMPUTING IN A SINGAPORE ELEMENTARY SCHOOL;95
6.3.1;INTRODUCTION;95
6.3.2;BACKGROUND;96
6.3.3;SOCIOCULTURAL HISTORICAL ACTIVITY THEORY;96
6.3.4;LITERATURE REVIEW;98
6.3.4.1;Distributed Leadership;98
6.3.5;RESEARCH DESIGN AND METHODS;99
6.3.6;FINDINGS;100
6.3.6.1;Actions of the Principal;100
6.3.6.2;Actions of the ICT Coordinator;101
6.3.6.3;Actions of the Curriculum Coordinators;104
6.3.6.4;Actions of Teachers;104
6.3.7;DISCUSSIONS OF THE CONTRADICTIONS BEHIND THE DISTURBANCES;106
6.3.8;IMPLICATIONS;109
6.3.9;CONCLUSION;110
6.3.10;ACKNOWLEDGEMENT;111
6.3.11;REFERENCES;111
7;SECTION III: UNDERSTANDING CONCEPTUAL AND CONTEXTUAL ASPECTS OF EDUCATIONAL CONTEXTS THROUGH ACTIVITY THEORY;113
7.1;7. THE INTERACTIONS BETWEEN EMOTION, COGNITION, AND ACTION IN THE ACTIVITY OF ASSESSING UNDERGRADUATES’ WRITTEN WORK;114
7.1.1;INTRODUCTION;114
7.1.2;RESEARCH DESIGN AND FINDINGS;115
7.1.3;THE APPLICATION OF ACTIVITY THEORY;116
7.1.3.1;Application of Activity Theory to Data Collection;116
7.1.3.2;Application of Activity Theory to Data Analysis;117
7.1.3.3;Understanding Cognitive Development in the Activity System;118
7.1.3.4;The Interactions and Regulations of Cognition, Emotion, and Action (ECA);121
7.1.4;CONCLUSION;123
7.1.5;THE COMMENT ON THE USE OF ACTIVITY THEORY;123
7.1.6;REFERENCES;124
7.2;8. TURNING CHALLENGES INTO OPPORTUNITIES: Investigating Technology Integration in Tertiary Level English Language Programmes through the Lens of Activity Theory;127
7.2.1;INTRODUCTION;127
7.2.2;THE CLASSROOM LANGUAGE LEARNING ENVIRONMENT;128
7.2.2.1;English Language Pedagogy;128
7.2.2.2;Challenges of Technology Integration;128
7.2.3;TEACHERS AND TECHNOLOGY;129
7.2.3.1;Technological, Pedagogical, Content Knowledge (TPACK) Framework;129
7.2.3.2;Sociocultural Theory as Applied to Teacher Learning;130
7.2.4;ACTIVITY THEORY;131
7.2.4.1;Background;131
7.2.4.2;Activity Theory Expanded;132
7.2.4.3;The Methodological Implications – Activity Theory;132
7.2.5;A DESCRIPTION OF THE STUDY;133
7.2.5.1;The Context;133
7.2.5.2;Data Collection;133
7.2.5.3;Data Analysis;134
7.2.6;FINDINGS;134
7.2.6.1;The Object of the Activity;134
7.2.6.2;Technology to Support Classroom Speaking;134
7.2.6.3;Teacher Perspectives of Moodle;135
7.2.6.4;Using Moodle to Support Classroom Speaking;135
7.2.6.5;Rules;135
7.2.7;DISCUSSION;137
7.2.7.1;Teachers’ Conceptualisation of the Object;137
7.2.7.2;Teachers’ Conceptualisation of Technology to Mediate the Object;137
7.2.7.3;The Individual Teacher in the Context of a Learning Community;138
7.2.8;CONCLUSION AND IMPLICATIONS;139
7.2.9;REFERENCES;140
7.3;9. ACTIVITY THEORY AND ONLINE COMMUNITY EDUCATION FOR SUSTAINABILITY: When Systems Meet Reality;145
7.3.1;INTRODUCTION;145
7.3.1.1;Socio-Ecological Context;146
7.3.1.2;Educational Context and Research Intervention;147
7.3.2;UNDERSTANDING THE USE OF ONLINE LEARNING SYSTEMS FOR COMMUNITY SUSTAINABILITY;147
7.3.2.1;Using Activity Theory in the Context of Online Community Education for Sustainability;149
7.3.2.2;Participants’ Perceptions towards the EfS Website Lanalhue Sustentable;150
7.3.2.3;Participants Change in Understanding Regarding Local Socio-Ecological Issues;152
7.3.2.4;Action Taking for Sustainability;153
7.3.3;WHEN SYSTEMS MEET REALITY;154
7.3.4;REFERENCES;156
7.4;10. ACTIVITY THEORY TOOLS: What about Organisational Culture?;158
7.4.1;INTRODUCTION;158
7.4.2;AT AND TOOLS;159
7.4.3;PSYCHOLOGICAL TOOLS;159
7.4.4;ORGANISATIONAL CULTURE;161
7.4.5;LEVELS OF ORGANISATIONAL CULTURE;163
7.4.6;ORGANISATIONAL CULTURE AND AT RESEARCH;163
7.4.7;CASE STUDY;165
7.4.8;IMPLICATIONS FOR USERS OF AT IN EDUCATIONAL CONTEXTS;167
7.4.9;CONCLUSION;168
7.4.10;REFERENCES;169
8;SECTION IV: APPLICATION OF ACTIVITY THEORY IN UNDERSTANDING TEACHERS’ PCK AND CURRICULUM DEVELOPMENT;171
8.1;11. EXPLORING TEACHER PEDAGOGICAL CONTENT KNOWLEDGE (PCK) DEVELOPMENT USING CORES (CONTENT REPRESENTATIONS);172
8.1.1;INTRODUCTION;172
8.1.1.1;PCK Development in Science and Technology;172
8.1.2;RESEARCH DESIGN;175
8.1.3;DATA ANALYSIS;179
8.1.4;APPLICATION OF ACTIVITY THEORY;180
8.1.5;CONCLUSION;182
8.1.6;ACKNOWLEDGEMENTS;183
8.1.7;REFERENCES;183
8.2;12. TEACHERS DESIGNING CLASSROOM CURRICULUM THROUGH THE LENS OF CULTURAL-HISTORICAL ACTIVITY THEORY;185
8.2.1;INTRODUCTION;185
8.2.2;APPLICATION OF CULTURAL-HISTORICAL ACTIVITY THEORY TO UNDERSTANDING THE DEVELOPMENT OF LOCAL CURRICULUM;187
8.2.2.1;Subject: The Teacher’s Perception of Sustainability;188
8.2.2.2;Object: The Teacher’s Perception of Education for Sustainability;189
8.2.2.3;Tools: The Teacher’s Perception of the National Curriculum;190
8.2.2.4;Rules: The Educational Culture of the School;191
8.2.2.5;Community: The Shareholders in Local Curriculum Development;192
8.2.2.6;Division of Labour: Local Curriculum Development Practices;194
8.2.2.7;Outcome: Enacted Local Curriculum in Education for Sustainability;195
8.2.3;SUMMARY AND CONCLUSIONS;197
8.2.4;NOTES;198
8.2.5;REFERENCES;198