Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2735
Title: Activity-Theoretical Research on Science Teachers' Expertise and Learning
Authors: Forbes, Cory
Madeira, Cheryl
Slotta, James D.
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Forbes, C., Madeira, C., & Slotta, J. D. (2010). Activity-Theoretical Research on Science Teachers' Expertise and Learning. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 651-658). Chicago IL: International Society of the Learning Sciences.
Abstract: Teachers serve as critical mediators of student learning. As such, teachers' expertise and learning remain important foci for theoretical development and empirical research. Cultural- historical activity theory (CHAT) has been forwarded as an underutilized but potentially powerful tool for educational research, including teachers' expertise, practice, and learning. However, as yet, little CHAT-based research has been undertaken focused on science teachers and teaching. In this paper, we draw upon two such empirical studies in which CHAT was used as an explicit theoretical and analytical framework to explore CHAT-based perspectives on science teacher learning. We present findings from these studies to highlight important themes in CHAT-based research on science teachers' learning in and from practice. These findings can not only inform programmatic efforts to better promote teachers' learning, but also theoretical perspectives on science teachers' expertise, practice, and learning across the science education and learning sciences communities.
URI: https://doi.dx.org/10.22318/icls2010.1.651
https://repository.isls.org//handle/1/2735
Appears in Collections:ICLS 2010

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